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THE -RELATIONSHIP OP SELECTED PACTOHS AID THE DATING FKIQIIIIOI

OF 8INQL3 TfilTH AID TWELFTH GEABI

WHITE HIGH SCHOOL STUDENTS

APPKOVJSD*

Graduate Committee:

. ^ "j ' ' . c Major !jProfe@sor

M f„.. dlSjf,Ahef„ nor Professor fj Minor

ytjt** Member

0©ttdsteif Meaber

1 ^ - ^ A fy-< Deaia' of jitee School of "I'ducat'lon'1

.Dean of 'the Graduate Scfe

THB RELATIONSHIP Of SILlOflJ) FACT0M8 AID THE DATING FREQUENCY

OF SINGLE TENTH AND TWELFTH 6BADE

mifE HIGH SCHOOL STUDENTS

DISSERTATION

Presented to the Graduate Council of the

North Texas State University

in Partial fulfillment

of the Bequireaents

For the Degree of

DOCTOK Of IBUOAflOI

By

William Floyd Elliott, B. S., M» of Gd.

Denton, Texas

August, 1964 '

TABLi' Of CONTESTS

Pago

LIST Of TABLES . . 11

Chapter

X» INTRODUCTION. . . . 1

Statement of the Problem Hypotheses Definition of Terms Limitations of the Study Basle Assumption® Background and Significance of the Study

II. METHODS AID PROCEDURES. . . . 64

Instruaent Selection Procedure for Collecting Data Procedure for Treating Data

I I I . AHALTSIS OF DATA, 84

Sample Description Hypotheses Testing Analysis of Results Summary

IV. SUMMARY, FINDINGS, CONCLUSIONS, AID 11C01«BIDATI0IS. . . . . . . . . . . . . . 205

Summary Findings Conclusions Recommendations

APPENDIX . 2 2 3

BIBLIOGRAPHY 270

LIST OF TABLES

fable Page

J. Percentages that Had Gone Steady on the High School and College Level for 283 Students at the University of California Investigated by Hester . . . 50

II* Per Gent of Student Population According to School District Size for Texas Schools 1962-63 . . . . . . 78

III. Sample Representation According to Size of School, Grade, and Sex . . . . . . . 78

IV. Mean Age for Tenth Grade Boys that Go Steady Compared to Tenth Grade Boys that Date Regularly, Date Frequently, and Seldom or Sever Date. 89

V. Age for TentU iirade Boys that Have Gone Steady Compared to Tenth Grade Bojfvj that lave lot Gone Steady. . . . . 90

VI. Mean Age for Tenth Grade Girls that Go Steady Compared to Tenth Grade Girls that Date Regularly, Date frequently, and Seldom or Sever Date. . 91

VII. Mean Age ivr Tenth Grade Girls that Have Gone steady Compared to Tenth Grade Girls that Have Not Gone Steady « , * , 92

VIII. Mean Age for Tenth Grade Boys Compared to Tenth Grade Girls When Both Go Steady, Date Regularly, Date Frequently, Seldom or Mever Date, Have Gone Steady, and Have Sot Gone Steady. . . • 93

IX, Mean Age for Twelfth Grade Boys that Go Steady Compared to twelfth Grade Boys that Date Regularly, Date Frequently* and Seldom or Never Date. • 94

il

fable iPage

X, lean Age for Twelfth Grade Boys that Have Gone Steady Oompared to twelfth Grade Boys that Have lot Son® Steady* • 95

XI# Mean Age for Twelfth Grade Girls that Go Steady Oompared to twelfth Grade Girls that Bate Regularly, Date Frequently, and Seldom or never Bate* * 96

III# lean Age for Twelfth Grade Girls that Have Gone Steady Compared to Twelfth Grade Girls that Have lot Gone Steady 97

XIII. Mean Age for Twelfth Grade Boys Compared to Twelfth Grade Girls When Both Go Steady, Date .Regularly, Date Frequently, Seldom or lever Date, Have Gone Steady, and lave lot Gone Steady. 98

XIV* 'mm Age for Urban Tenth Grade Boy® Oompared to Rural Tenth Grade Boys When Both Go Steady, Date Regularly, Date frequently, Seldom or Sever Date, Have Gone Steady, and Have lot Gone Steady 100

XV. Mean Age for Urban Tenth Grade Girls Oompared to Rural Tenth Grade Girls When Both Go Steady, Date Regularly, Date frequently, Seldom or Sever Date, Have Gone Steady, and Have lot Gone Steady * * 1 0 2

XVI« Mean Age for Urban Twelfth Grade Coys Compared to Sural Twelfth Grade Boys When Both Go steady, Date Regularly, Date frequently, Seldom or Sever Date, Have Gone Steady, and Have lot Gone Steady . t04

XVII. Mean Age for Urban Twelfth Grade Girls Compared to Rural Twelfth Grade Girls When Both Go Steady, Date Segularly, Date Frequently, Seldom or Never Date, Have Gone Steady, and Have lot Gone Steady, 105

ill

Table

If111.

XIX,

XXIII,

XXIV.

Page

Jeer Cent of Tenth Grade Boys Compared to tenth Grade Girls .'hen Both Go Steady, Bat® Regularly, Date Frequently» Seldom or Never Date, Have Gone Steady, and Hare lot Gone Steady. to?

Per Cent of Twelfth Grade Boy® Ooiapared to twelfth Grade Girl® When Both Go Steady, Date Regularly, Dat® Frequently, Seldom or lever Dat®, Have Gone Steady, and Have Hot Gone Steady.

XX. Per Cent of Urban Tenth Grade Boys Compared to Sural Tenth Grade Boys ;>hen Both Go Steady, Date Regularly, Date Frequently, Seldom or Haver Date, Have Gone Steady, and Have Mot Gone Steady . . . . . . .

108

XXI. Per Cent of Urban Tenth Grade Girls Compared to Rural Tenth Grade Girls Shea Both Go Steady, Date Regularly, Date Frequently, Seldom or Sever Date, Have Gone Steady, and Have Hot Gone Steady

XXII. Per Cent of Urban Twelfth Grade Beys Compared to Sural Twelfth Grade Boys When Both Go Steady, Dst® Regularly, Date Frequently, Seldom or Hsver Bate* Have Gone Steady, and Have Hot Gone Steady

Per Cent of Urban Twelfth Grade Girls Compared to Sural Twelfth Grade Girls fhen loth Go Steady, Dat® Regularly, Date Frequently, Seldom or Never Date, Have Gone Steady, and Have Hot Gone Steady.

Per Cent of Twelfth Grade Boys Compared to Tenth Grade Boys When Both Go Steady, Date Regularly, Date frequently, Seldom or lever Date, Have Gone Steady, and Have Hot Gone Steady. • • • • , . .

110

111

112

114

116

lv

Table Pag®

XXV*

XXVI.

XXVII.

XXVIII.

XXIX.

Per Cent of twelfth Grade Girl® Compared to Tenth Grade Girls When Both Go Steady, Bate Regularly, Date frequently, Seldom or lever Bate, Have Gone Steady, and Have lot Gone Steady. . . . . . . . .

Mean Socio-economic Score for Tenth Grade Boys that Go Steady Compared to Tenth Grade Boys that Bate Regularly, Date Frequently, and Seldom, or lever Bate; and Those that Have Gone Steady Compared to Those that Save lot Gone Steady

can Socio-economic Score for Tenth Grade Girls that Go Steady Compared to Tenth Grade Girls that Bat© Regularly, Bate Frequently, and Seldom or lever Bates and Those that Have Gone Steady Compared to Those that Have lot Gone Steady

Mean ,jcio-econowic Score for Twelfth Grade Boys that Go Steady Compared to Twelfth Grade Boys that Bate Regularly, Bate Frequently, and Seldom or Sever Date; and Those that Have Gone Steady Compared to Those that Have lot Gone Steady . . . . . .

117

119

121

122

Mean Socio-economic Score for Twelfth Grade Girls that Go Steady Compared to Twelfth Grade Girls that Bate Regularly, Bate Frequently, and Seldom or Never Bate; and Those that Have Gone Steady Compared to Those that Have Not Gone Steady 123

XXX. Mean Socio-economic Score for Tenth Grade Boys Compared to Tenth Grade Girls then Both Go Steady, Bate Regularly, Bate Frequently, and Seldom or lever Bate; and Have Gone Steady, and Have Not Gone Steady . 124

fable J-'age

XXXI, Mean Soclo-eoonomic Score for twelfth Grade Boys Compared to Twelfth Grade Girls When Both So Steady, Date Hegularly, Date Frequently, Seldom or lever Date, Have done Steady» and Have Not Gone Steady* 126

XXIII. Deviation of the Mean Socio-economic Score for Urban Tenth Grade Boye Compared to the Deviation of the Hean Sooio-econoalc Score for Rural tenth Grade Boys When Both Go Steady, Date Regularly, Date frequently, Seldom or lever Date, lav# Gone Steady, and Have lot Gone steady* • . * 129

XXXIII. Deviation of the Mean Socio-economic Score for Urban Tenth Grade Girls Ooapared to the Deviation of the Mean Socio-economic Score for Rural Tenth Grade Girls Mhen Both Go Steady, Date Regularly, Date Frequently, Seldom or Sever Date, Have Gone Steady, and Hav® lot Gone Steady. 131

XXXIV. Deviation of the >ean Socio-econoiaio Score for Urban Twelfth Grade Boys i)osspared to the Deviation of the Mean Socio-economic Score for Sural Twelfth Grade Soys When Both Go Steady, Date Hegularly, Date Frequently, Seldom or lever Date, Have Gone Steady, and Have lot Gone Steady. 134

XXXV. Deviation of the lean Socio-economic Score for Urban Twelfth Grade Girls Ooapared to the Deviation of the Mean Socio-economic Score for Rural Twelfth Grade Girls When Both Go Steady, Date Regularly, Date Frequently, Seldom or lever Date, Have Gone Steady, and Have Hot Gone Steady. ; . 136

vl

Table Pag®

XX111, Mean Mental Maturity Score for Tenth Grade Boya that So Steady Compared to Tenth Grade Boys that Bat© Kegularly, Date frequently, and Seldom or Never Bate; and Those that Have Gone Steady Jompared to Those that Have Hot Gone Steady. • . . 137

XXXVII* Mean Mental Maturity Score for Tenth Grade Girla that Go Steady Compared to Tenth Grade Girl© that Date Regularly, Date Frequently, and Seldom or Sever Date; and Those that Have Gone Steady Compared to Those that Have Not Gone Steady. 39

XXXVIII. Mean Mental Maturity Score for Tenth Grade Boys Compared to Tenth Grade Girls When Both Go Steady, Date Regularly, Date Frequently, Seldom or lever Date, riave Gone Steady, and Have lot Gone Steady* • • • • « , » 1*0

XXXIX, Mean Mental Maturity Soore for Twelfth Grade Boys that Go Steady Compared to Twelfth Grede Boys that Date Regularly# Date Frequently, and Seldom or Never Date; and Those that Have Son© Steady Compared to Thoit that Have Hot Gone 3+ ^ly. . . • • • • • • . 14|

XL* l-iean »i«ntal Maturity Soore for twelfth Grade Girls that Go Steady Compared to Twelfth Grade Girls that Date Regularly, Date Frequently, and Seldom or Never Date; and Those that Have Gone Steady Ooapared to Those that Have Hot Gone Steady. • • • • • « • » • 142

1L1» Mean Maturity Soore for Twelfth Grade Boys Compared to Twelfth Grade Girls Wxm Both Go Steady, Date Regularly, Date Frequently, Seldom or Sever Date, Have Gone Steady, and Have lot Gone Steady, 143

vll

Table

XLII.

Page

XLIXI.

XLIV.

XLVI.

XLVII.

Deviation of the Mean Mental Maturity Score tor Urban Tenth Grade Boys Compared to the Deviation of the Mean Score for lural Tenth Grade Boy® When Both Go Steady, Date fiegularly, Date frequently, Seldom or lever Date, Have Gone Steady, and lave Hot Gone Steady 145

Deviation of the Mean Mental Maturity Score for Urban tenth, Grade Girls Compared to the Deviation of the Mean Soore for lural tenth Grade Girls then loth Go Steady, Date Regularly, Date Frequently, Seldom or lever Date, Have Gone Steady, and Have lot Gone Steady* . . . . . 147

Deviation of the Mean Mental Maturity Soore for Urban Twelfth Grade Boy® Ooiapared to the Deviation of the Mean Score for Sural Twelfth Grade Boy® When loth Go Steady, Date Regularly, Date Frequently, Seldom or lever Date, Have Gone Steady, and Have lot Gone Steady* . . . , , 149

XI,?. Deviation of the Mean Mental Maturity Score for Urban Twelfth Grade Girls Compared to the Deviation of the Mean Soore for Sural Twelfth Grade Girls When Both Go Steady, Date Regularly, Date frequently, Seldom or lever Date, lave Gone Steady, and Have lot Gone Steady • 151

lean Scores on ||e California Test gf feraonallty for Tenth Grade Boys that Go Steady Compared to Tenth Grade Boys that Date Regularly . . . . 152

Mean Soore® on The California Teat of Personality for Tenth Grade Boys that Go Steady Compared to Tenth Grade Boys that Date Frequently. . . . 153

viil

fable Page

XLVHZ. Mean est of „ _ _ s

that Go Steady Compared to Tenth Grade Boys that Seldoa or Never Bate. . • • 154

XLtX.

L.

LII,

Mean Scores on The California Test of Personality for Tenth Grafts .Boy® that Have Son® Steady Compared to T§nth Grade Boys that Hare Hot Gone Steady. 155

Mean Scores on The California f»®t of Personalit? for Tenth Grade Girls that Go Steady Compared to Tenth Grade Girls that Date Regularly . . . » 15?

Mean Scores on |he California Test £f Personality for'Tenth Grade? Girls that Go Steady Cora pared to Tenth Grade Girls that Sate Frequently.

Mean Scores on The California Test of Personal ity for Tenth flrafle dlrYs that Go Steady Compared to Tenth Grade Girls that 8eldo» or Hever Bate. . .

. 158

159

LIII.

LVI,

?jaa Scores on The Oa. Personality1 for pis,

,h Grade that Hair® Gone Steady Compared to Tenth Grade Girls that Have lot Gone Steady

est of LIV. eean Scores on The Personality for TveJ that Go Steady Compared to Twelfth Grade Boys that Date Beguiarly. . ,

L?. Mean Scores on The California "Twelfth Personality for "twelfth Grade Boy®

that Go Steady Ooapared to Twelfth Grade Boys that Bate Frequently . .

Mean Seores on California Test of Personality "for Twelfth Grade Boys that Go Steady Compared to Twelfth Grade Boys that Seldom or lever Bate. . . . . . . . . . . . . . . .

160

161

162

163

ix

Table fag®

LVII,

Mill,

LIZ.

XX,

Mil.

UCIII.

Mean Scores on The California feet of Personality lor Twelfth Grade Boya that Have Gone Steady Compared to Twelfth Grade Boys that Have Hot Gone Steady 164

Mean Scores on fhe California Test of PereonalltyTor' T:welf ifi'r' Gr ale Cfirls that Go Steady Compared to Twelfth Grade Girls that Date Regularly • .

Mean Scores on fhg Oallfornla fast M PereonalltyTor Twelfth Grade Girls that Go Steady Compared to Twelfth Grade Girls that Bate Frequently# .

166

16?

Mean Scores on Personality

mMjMi. M fth Grade Girls

itiai Go Steady Compared to Twelfth Grade Girls that Seldom or lever Date. • . , , , ,

1*1. Mean Scores on She California Test o

tea

Personality for twelfth'"Grate fir Is that Have Gons Steady Compared to Twelfth Grade Girls that lave Not Gone Steady 169

Percentage Representation In the Upper Twenty Per Cent of the Scores Obtained on the Soeloaetrlc Seal® Compared to the Percentage Representation in Their Respective Grade for Tenth and twelfth Grade Students that Go Steady, Date Secularly, Date Frequently, and lave Gone Steady, , 179

Percentage Representation in the Upper Twenty Per Cent of the Scores Obtained on the Sooiotaetrlc Scale Compared to the Percentage Representation in Their Respective Grade for Tenth mid Twelfth Grade Students that Seldom or Sever Date and Have lot Gone Steady. . . . . , 182

Table

MI?.

Mft

LXVI.

LXVII,

LXVIII,

LXIX.

Parcentage Representation In the Lowest Twenty Far Oent of the Scores Obtained on the Boclo;aetric Scale Compared to the Percentage Representation In Their Respective Grades for tenth and Twelfth Grade Student# that Go Steady, Date j:e£Ularly, Date Frequently, and Have Gone Steady* . 186

Percentage Xepresentation in the Lowest Twenty Per Oent of the Scores Obtained on the Sociometric Scale Compared to the Percentage Representation in Their Respective Grade for Tenth and Twelfth Grade Students that Seldom or Never Date and Have Mot Gone Steady, . * . » « 189

Negative Attitudes Toward Going Steady by student# that Go Steady Compared to Those that Do Not Go Steady and f'uose that Have Gone Steady Compared to Those that Have Not Gone Steady, ,

Parental Negative Attitude Toward Going Steady fieported by Students that Go Steady Cotapared to Those that Do lot Go Steady and Those that lave Gone Steady Compared to Those that Have Not Gone Steady, , • • , . , , ,

192

195

#ean Scores on The California Test of Personality for Those students^hose Parents Are Both Above the High School Level of Education Compared to Those Students Whose Parents Are Both At the High School Level of Education. 197

ilea®. Scores ©a The California Test of Personallti^Tor Those §",t:ulents whose Parents Ire Both Above the High school Level of Education Compared to Those Students Whose Parents Are Both Below the High School Level of Education, 198

xi

Sable

LXX.

iXXI.

LXXII.

M X VI4

Mean Scores on the feet Mental Tenth

la Short-Form for"Those , ---- - 7 Mature

rs.de Students Whose Parents Are.loth Abore the High School Level of Education Compared to Tenth Grade Students Whose Parents Are at the Sigh School Level of Education sad Who®® Parents Are Below the High School Level of Education . . . . . . 800

m m ,

lean Score® on the California Short-gorm feet of Mental Maturity for Those TireifSh Grade Students Mhosse Parents Are loth Above the High School Level of Education Compared to twelfth Grade Student! Whose Parent® Are at the High School Level of Eduoation and Whose Parents Are Below the High School Level of Education . . . . . .

lean deviation on |he California feet o£. Personality Scores for Urban Tenth ©rede Boys Compared to Eural Tenth Grade Boy® vJhen Both Go Steady. . . «

Mean Deviation on J^e California Test o£ Personality Score® for Urban Tenth irale"Boy© "Compared to Eural Tenth Grade Boys ¥hen loth Bat® Regularly ,

LXXIV* Mean Deviation

LXXV.

Mean Deviation on The California feet of Personality Scores for Orban Tenth Grade BoysCompared to Sural Tenth Grade Boys When Both Have Gone Steady.

201

246

eviation on £he aillgmia Test o£ ereonallty Score s for Urban, Tenth

Grade BoysCompared to Rural Tenth Grade Boys When Both Date frequently.

Mean Deviation on I M M H s p i E Test of Personality scorel for Urban Tenth Grade BoysCospared to Rural Tenth Grade Boy® When Both Seldom or lever Date. . . . . . . . . . . r . *

247

248

249

250

xii

fable rag®

LXXVII. Mean Deviation on The California feet of Personality Scores for Urban Tenth Grade *Boy® Compared to Rural Tenth Grade Boys When Both Hare lot Gone Steady. , 25t

LXXVIII. Mean Deviation on The California Tgst of

tenth Grade Girls When Both Go Steady • « • • 252

UCXXX* Iteaa Deviation on The California Test of 'Personality Soorea for urban Tenth Grade Girls Compared to Sural Tenth Grade Girls then Both Bate Begularly. » 253

LXXX. mm Deviation on T£e California fast o£ Personality 3 eorea for Urban Tenth Grade Girls Compared to Rural Tenth Grade airis When Both Date Frequently. . . . . . . . . 254

MXXI, Mean Deviation on The qal|f|pla £est o£ Personality Scores for Urban Tenth Grade Girls Compared to Sural Tenth Grade Girls When Both Seldom or Sever Date* . . . . . . . . . 255

LXXX.II. Mean Deviation on The California feet of Personality Scores for Urban Tenth" Grade Girls Compared to Rural Tenth Grade Girl® When Both Have Gone Steady. . . . . . . . . . . . 256

IXXXIIU Mean Deviation on |he California Test of Personality Scores lor Urban Tentfi Grade Girls Compared to Sural Tenth Grade Girls When Both Have lot Gone Steady* . . . . . . . . . . 257

LXXJCIV. Mean Deviation on The California feat of Personality ScoreTTor" Wrban"YmlTEh Grade BoysCompared to Sural Twelfth Grade Boys When Both Go Steady 258

1XXXV. Mean Deviation on California o£ Personality for Urban Twelfth Grade Boys Compared to Bural Twelfth Grade Boys When Both Date .Regularly . . . . . 259

4lt

Table

LXXXVI. Mean Deviation on The California Test of Personality Scores tor f/rban Twelfih Grade Boys Compared, to Rural Twelfth Grade Boys When Both Pate Frequently,

Jfeaa Devlatim on |he California fast of Personality Scores for urfib Twelfth Grade BoysCompared to Rural twelfth Grade Boys When Both Seldom or Sever Bat©* . . . . . . . . . . . . . . . .

LXXXVIII. Mean Deviation on T&e California feet g

Pag«

260

IXXXVII.

261

**«? ¥<!.«& wytt V** AfefjF. W* -?™r-. Personality Scores for Urban twelfth Grade BoysCompared to Rural twelfth Grade Boya When Both Have Gone Steady 262

LXXXIX. Mean Deviation on The Calif scores for

m,

xci.

XOXI,

la Teat of ipi.<Hr.iiu T" -lyiwgwjuKiiwp ip n mmmmm

roan Twelfth Grade Boy»"Compared to Rural Twelfth Grade Boys When Both Have Not Gone Steady. • » , » . » • » <

Mean Deviation on The California Personality Scores for Urban irade Girie Compared to Rural Twelfth Grade Girls '.'hen Both Go Steady * , «

Mean Deviation on The California Test of Personality Scores TorUrban Twelfth Grade Girls Compared to Sural Twelfth Grade Girls When Both Date Kegularly.

Mean Deviation ©a The California fast of Personality Scores ior Urban Iwelfth Gamde ®irlsi Oompared to Rural Twelfth Grade Girls When Both Date Frequently. . . . . . . . . . . . . .

263

264

265

266

x o m . Sean Deviation on The California ff«»t of ^ mmmm* m i w i w w i A ^ m/mm.

ersonallty Soores for Urban Twelfth rade Girls Compared to Sural Twelfth Grade Girls When i?oth Seldoxc or Never Date. . . . . . . . . . . . . . . . .

XCIV. Mean Deviation on ghe California Test of Personality Soores for Urban Twelfth Grade Girls Compared to Rural Twelfth Grade Girls When Both Have Gone Steady. . . . . . . . . . .

267

268

xiv

fable Page

SO?, -lean Deviation on The Oalifoimia Test of Personality Scores tor Urban Twelfth Grade Girls Compared to Rural Twelfth Grade Girls When Both lave Not Gone Steady# 269

xv

CHAPTER I

IHTfiOWJOflON

Many studies during the past decades Mir® concerned them-

selves with different aspects of the dating practices of the

adolescent.

Mich lias beta written and Is being published on tills sub-

ject la tit popular press, fhe pro and 00a of gclmg steady

seen® to be a very popular topic. ¥ery little of this writ-

lag 1# supported by reliable research data.

A subject of current concern la our high schools la the

married student. Studies dealing with the cause® of student

marriage* Indicate that dating practices are very Influential,

Shoes studies that have dealt with the dating practice®

of the adolescent indicate a need for additional investigation,

they show a changing pattern la boy-girl relatione aad Indi-

cate a need for a better understanding of these patterns,

A better understanding of the dating practices? @f the

adolescent will put us in a better position to evaluate exist-

ing boy-girl relationships. Information on the relationship

of factors associated with the groupe that have particular

dating frequencies and the difference® that exist between

these groups will give us a better understanding of the adoles-

cent.

1

fhe purpose of this particular study was to analyze ©#r»

tain factors in relation to the dating frequency of selected

single tenth and twelfth grate white students in fexas. It

encompasses certain factors that hare not b©en considered be-

for© and re-evaluates other factors that hair® bean previously

researched.

Statement of the Problem

fhe proble® of this study was the inter-relationship of

seleoted chronological, physiological, psychological* and

sociological factors and the dating frequency of selected

single tenth and twelfth grade white students in Vezas*

£he students vera assigned to groups based on their re-

ported dating frequency. The six groups used ?er@!

U those that go steady

2. those that date regularly

3» those that date frequently

4« those that seldom or never date

5* those that have gone steady

6, those that have not gone steady

For each grade considered, the six groups were further

divided aocording to:

1* sex (male or female)

2* residence (urban or rural)

She following faotore were considered:

1. mean age for each dating frequency group in each

group hy grade* sex* and residence

g, percentage representation a dating frequency group

had fey grade# sex# and residence

3. cieaa socio-economic score for each dating frequency

group by grade, mxs and residence

4. mean total score on the California Short-form tSSM

Sl Hrotal Maturity for each dating fr«<ju«ncy group

W grsdet ®exf and residence

5. mean score on each of the twelve aeasures, the total

personal adjustment, the total social adjustment,

and the total adjustment on Th® California fftii &£

Personality for each dating frequeaoy group \>j gra.de*

sex, and rresidence

6* percentage representation In the upper 20 par ©tat

aad lowest 20 per cent of the score® obtained oa the

socionetrlc scale for each dating frequency group by

grade aad sex

7. per cent that report they feel they should not go

steady of those that go steady and thoee that do m t

go steady a© well a® those that hair# gone steady and

those that have not gome steady by grade aad sex

6. mean score oa each of the twelve measures, the total

personal adjustment, the total social adjustment,

and the total adjustaeat oa ffhe Oallforala feat

Beraoaallty for all students considered in this study

when grouped according to their parents1 level of

education

10, mean total soore on the California Short-gora feat

of Mental Maturity for tenth and twelfth grade stu-

dents considered in this study when grouped accord-

ing to their parents• level of education

Hypotheses

The following hypotheses were tested}

(I) fhe mean age was sigaifieantly greater f@rj

4. tenth grade boys that go steady when congared to

a. tenth grade hoys that date regularly

h. tenth grade hoys that date fr«tn®ntly

e» tenth grade hoys that seldom ©r never date

B. 'tenth grade boys that have gone steady when ooapared

to tenth grade boys that have nut gone steady

{?# tenth grade girls that go steady when compared to

a« tenth grade girls that date regularly

h. tenth grade glrle that date frefue&tly

e. tenth grade girls that seldom or never date

l)» tenth grade girls mat have gone steady when oompared

to tenth grade girls that have not gone steady

B* tenth grade boys that

a» go steady tfhen compared to tenth grade girls that

go steady

b. date regularly when compared to tenth grade girls

that date regularly

0, date frequently uteaa compared to teath grade

girls that date frequently

d* seldom or never date whea oojspared to teath

grade girls that seldom or aever date

e. that have gone steady whea compared to tenth

grade girls that have goae steady

tm that have mot goa® steady whea compared to teath

grade girls that have met goae steady

ft twelfth grade hoys that go steady ife.es corapared ts

twelfth grade hoys that

a* date regularly

h« date frequeatly

c. seldom or never date

twelfth grade hoys that have goat steady whea ooa-

pared to twelfth grade hoys that have mot goae steady

i» twelfth grade girls that go steady when @©spared to

twelfth grade girls that

a. date regularly

b. date frequeatly

c. §#ld@a or sever date

1, twelfth grade girls that have goae steady whea com-

pared to twelfth grade girls that have aot goae steady

<?• twelfth grade boys that

a, go steady Whea compared to twelfth grade girl®

that go steady

b. date regularly when compared to twelfth grade

girls that late regularly

e. date frequently when compared to twelfth grade

girl® that date frequently

d* seldom or never date when compared to twelfth

grade girl® that seldom or never date

e. hair® gone steady when compared to twelfth grade

glrle that have gone steady

f, have not gone steady when compared to twelfth

grade girl® that have not gone steady

!• urban tenth grade hoys that

a* go steady uhea oompared to rural tenth grade hoy®

that go steady

b* date regularly when compared to rural tenth grade

boy® that date regularly

©. date frequently when compared to rural tenth

grade hoys that date frequently

d. seldom ©r never date when ©©spared to rural tenth

grade hoys that eeldeat or never date

t» have gone steady when compared t@ rural tenth

grade boys that have goat steady

f# have not gone steady when compared to rural tenth

grade boys that have not gone iteady

!», urban tenth .grade glrle that

a* go steady when compared to rural tenth grade glrle

that go steady

b* date regularly when compared to rural tenth grade

girls that date regularly

e» date frequently when compared to rural tenth ©rait


d« seldom or never date when compared to rural tenth

grade girls that seldom or aever date

•• have gone fteady when compared to rural tenth

grade girl© that hare gone steady

f. hair® not gone steady whea compared to rural tenth

grade girls that haw not gome steady

M. urban twelfth grade boys that

a# go steady itotn compared t© rural twelfth grade

boys that go steady

to, date regularly when compared to rural twelfth

grade hoys that date regularly

e* date frequently when eompared to rural twelfth

grade boys that date fretueatly

d. seldom or never date when compared to rural

twelfth grad# hoy® -teat seldom or never date

e« tow gome steady when compared to rural twelfth

grade boys that have gone steady

f* have not gone steady when compared to rural

twelfth grade boys that have not getae steady

Mm urban twelfth grade girls that

a* go steady when compared to rural twelfth grade

8

girlb that go steady

h. date regularly lahea compared to rural twelfth

grade girl# that date regularly

e# date frequently when compared to rural twelfth

grade girls that date frequeatly

d. seldom or never date when ooaparsd to rural

twelfth grade girls that seldom or never date

e. have gone steady when eoapared to rural twelfth

grade girls that have gone steady

f. have aot gone steady when compared to rural

twelfth grade girl® that have aot gone steady

(2) Xhtr# was a signifioantly greater percentage of

A. tenth grade girls than tenth grade hoys that

a. go steady

b. date regularly

o« date frequently

d# have gone steady

1, tenth grade boys than tenth grade girls that

a* seldom or never date

b, have not gone steady

0. twelfth grade girls than twelfth grade hoy® that

a, go steady

b« date regularly

c# date frequently

i# have gone steady

B* twelfth grade boys than twelfth grate girls that

9

a* seldom or never flat®

b+ haire sot gone steady

E. urban tenth grade boys than rural tenth grade boys

that

a* go steady

b, date regularly

o# date frequently

d* have gone steady

f. rural tenth grade boys than urban tenth grade boy®

that

a„ seldom or never date

b. have not goat eteady

G* urban tenth grade girl8 than rural tenth grade girls

that

a# go eteady

b» dat# regularly

o« date frequently

d« haTt gone eteady

S* rural tenth grade girl® than urban tenth grade girls

that

a* seldom or ne^er date

b, have not gone steady

I* urban twelfth grade boye than rural twelfth grade

boys that

a, go steady

b. date regularly

10

a* date frequently

d. have gone steady

J* rural twelfth grade boys than urban twelfth grad©

boys that

a» seldom or never Sat#

b* hair® not gone steady

K. urban twelfth grade girl® than rural twelfth grade

girle that

a* go steady

b* data regularly

o* date frequently

d. have gone steady

L« rural twelfth grade girl® than urban twelfth gradt

girls that

a# seldom or never date

b. have gone steady

K« twelfth grade boys than tonth gradt boy® that

a, go steady

b# date regularly

c. date frequently

d. hare gone steady

1. tenth grade boye than twelfth grade boya that


b# have not gone steady

0* twelfth grade girls than tenth grade girla that

a* go steady

11

b* date regularly

c. date frequently

d* have gone steady

P. tenth. grade girl® than twelfth grade girl® that


b. have not gome steady

(3) the mean Boei©-«©0»omle seore was •icaif&ea&tly greater

for

A. teat* grade boy# that go steady when compared to

tenth grade boys that

a. date regularly

b« date frequently

c, seldoat or never date

1# tenth grade boy® that have gone steady when compared

to tenth grade boys that have not gome steady

C» tenth grade girl8 that go steady when eompared to

tenth grade girls that

a* date regularly

b» date frequently

o. teldoa or never date

0* tenth grade girls that have gone steady when ©©©pared


E. twelfth grade b@ye that go steady when compared to

twelfth grade boys that

a* date regularly

ft* date frequently

12

e, seldom or sever date

F. twelfth grade boys that have goae steady «hea com-

pared to twelfth grade boys that have not goat steady

G. twelfth grade girls that go steady when compared to

twelfth grade girl® that

a. date regularly

b, date frequeiitly

o, seldom or sever date

H. twelfth grade girla that have gome steady whea o®»-

partd to twelfth grade girl® that have not goat

steady

I* tenth grade boys when compared to tenth grade girls

when both

a# go steady

b. date regularly

e. date frequently

d. seldom or never date

e. have gone steady

f. have not gone steady

J. twelfth grade boys whea eoapared to twelfth grade

girl i i wh®» both

a* go steady

b. date regularly

c. date frequeatly

d. seldom or sever date

e. have gone steady

f* have aot goa# eteady

13

{4} There w e a significantly greater difference in the de-

viation of the mean socio-economic eeore for

A* urban tenth grade boye that go steady froa the total

aean socio-economic score of urban tenth grade bays

when compared to the deviation of the mean soolo-

eeonostic score for rural tenth grade hoys that go

steady from the total mean socio-economic score for

rural tenth grade hoys

B» urban tenth grade hoy® that date regularly from the

total mean soelo-eooaomic score for urban tenth grade

hoy® when ©©©pared to the deviation of the mew socio*

economic eoore for rural tenth grade boys that date

regularly fro® the total mean eoclo-eoonoslo soor©

for rural tenth grade boys

0. urban tenth grade boys that date frequently fro* the

total mmn socio-ecoaoMle score for urban tenth grade

boyi H9M& oonpared t® the deviation of the mean eoolo*

eoomoale aoore for rural tenth grade hoy® that date

frequently from the total mean Boolo-econoiale eoore

for rural tenth grade boy®

urban tenth grade boys that seldom or never date froa

the total mean socio-economic eoore for urban tenth

grade boy® when compared to the deviation of the ®#a»

eooio-eoomomio score for rural tenth grade boye that

seldom or never date from the total mean tooio-eeo-

Bomlo eoore for rural tenth grade boye

14

B« urban, tenth grade boys that have gone ateady fro®

the total mean sooio-eooaofflio score for urban tenth

grade boy® when compared to the deviation of the mean

socio-economic score for rural tenth grade boya that

have ©one steady fro® the total mean socio-economic

score for rural tenth grade boys

*# urban tenth grade boy® that haw not gone steady fro®

the total mean eoelo-eeonoaie score for urban tenth

grade boys when compared to the deviation of the seam

socio-economic score for rural tenth grata boy® that

have not goae steady from the total seam aoelo-eo®-

Bomlo score for rural tenth grate boy®

G. urban tenth grade girl® that go steady from the

total mean »ool©~ec©nomle eoore for urban tenth

grade girls *hen compared to the deviation of the

mean soolo-econo&lc score for rural tenth grade girls

that go ateady from the total mean socio-econoatic

eoore for rural tenth grade girls

H. urban tenth grade girl® that date regularly fro® the

total mean socio-economic eoore for urban tenth grade

girl® nhen compared to the deviation of 'toe mean

socio-economic score for rural tenth grade girl&

that date regularly from the total mean socio-eco-

nomic score for rural tenth grade girls

X« urban tenth grade girls that date frequently froai

the total mean socio-economic score for urban tenth

15

grade girls when compared to the deviation of the

caean socio-eoonoaic score for rural tenth grade girls

that date frequently from, the total M a s sacio-eeo-

nomie ©core for rural tenth grade girl®

J. urban tenth grade girls that seldom or nsvsr date

from the total mean soeio-ecoaosile score for urban

tenth grade girls when compared to the devlation of

the mean socio-economic eeore for rural tenth grade

girl® that soldo® or never data fro® tha total mean

for ,rural tenth grade girl®

li. urban tenth grade girls that have gone steady from

the total iseaa socio-economic so ore for urban tenth

grade girl® when t©spared to the deviation of tha

•ean socio-econoaiic score for rural tenth grade girls

that have gome steady fro® the total mean socio-eco-

nomic score for rural tenth grade girls

L* urban tenth grade girls that have not gone steady

from the total mean socio-economic score for urban

tenth grade girls when compared to the deviation of

the mean socio-economic score for rural tenth grade

girl® that have not gone steady fro© the total mean

socio-economic score for rural tenth grade girls

M. urban twelfth grade boys that go steady trm the

total mean socio-economic ©core for urban twelfth

grade boys when compared to the deviation of the

mean socio-economic score for rural twelfth grade

16

boys that go steady from the total meaa #ooio-eoo~

aoatlo ©core for rural twelfth graft© 'boys

I, urban twelfth grade bey® that date regularly fro*

the total mean eocio-ecoEomic aeere for mrbaii twelfth

grail# boye i*he» compared to the deviation of the

meaa sooio-eooaomie Boore for rural tirtlfth grade

boys that date regularly fro® the total mean soel®-

eeoRoai© toor© for rural twelfth grade hoy®

0, urban twelfth grade boy® that date frequeatly from

the total mean Bocio-eeonoialc score for urban twelfth

grade boys when compared to the devtatiom of the aean

soeio-eoeaoaii® score for rural twelfth grade hoys

that date frequtntly from the total m m soelo-eeo-

aomlo eoore for rural twelfth grade boy#

P. urban twelfth grade boys that seldom or mover date

from the total ataa socio-economic ®eor® for mrbaa

twelfth grade boys whea compared to the deviation of

toe »eaa eoolo-eeoaoiaie toore for rural twelfth grade

beys that seldom or aever date fro© the total meaa

©oolo-economic so©rt for rural twelfth grade boy®

Q. urban twelfth grade boy« that have goat steady from

the total mean socio-economic score for urbaa twelfth

grade boy® when compared to the deviation of the meaa

soolo-eooaoiiic score for rural twelfth grade boy®

that have goa© steady from the total ©earn socio-eoo-

nomic soore for rural twelfth grade boye

IT

R* urban twelfth grade boys that have not goat steady


twelfth grade boy® when compared to the deviation of

the mean socio-economic score for rural twelfth grade

boys that have not gone steady fro® the total aeam

socio-econoaic score for rural twelfth grade boys

S. urban twelfth grade girl* that go steady from the

total mean socio-economic score for urban twelfth


mean sooio-eoonoaio soore for rural twelfth grade

girls that go steady from the total mean socio-

economic score for rural twelfth grade girls

f# urban twelfth grade girl® that date regularly from

the total meaa sooio-eeoaomio soore for urban twelfth


seas, socio-eeonomie score for rural twelfth grade

girl® that date regularly from the total mean socio-

economic soore for rural twelfth grade girl®

©. urban twelfth grade girls that date frequently from

the total mean socio-economic soore for urban twelfth


seen eoeio-eoonoiale soore for rural twelfth grade

girls that date frequently fro® the total mean socio-

economic soore for rural twelfth grade girls

V. urban twelfth grade girls that seldom or never date

from the total aean socio-economic soore for urban

18

twlfth grade girls when compared to the deviation

of the mean socio-economic s m m for rural twelfth

grade girls that seldom or never date fro® the total

mm socio-economic eoore for rural twelfth grade

girl®

W* urban twelfth grade girls that haft gone steady from

the total aean soolo~eeonoal« snore for urban twelfth



girls that have gone steady from the total mean eoolo-

eooaoaie eoore for rural twelfth grade girls

X. urban twelfth grade glrle that have mot gone steady

fro® the total mean seelo-ecemoal® eoore for urban

twelfth grade glrle when oospared to the deviation

of the asean soclo-eeosoiai© eoore for rami twelfth

grade girl® that have not gone steady fro® the total


glrle

(5) the mean total score on the California Short-form feet

Ml m m ftteiljr *»® significantly greater for

A. tenth grade hoys that go steady when compared to


a« date regularly

to. date frequently

©# seldom or never date

B* tenth grade hoys that have gone steady when compared

19

to teoth grade hoys that have set gone steady

0# tenth grade girls that go steady Aem ©oi&parei to

tenth grade girl® that

a, datt regularly

b» date frequently

c, seldoa or sever data

D. tenth grade girl® that have gone steady ifeen compared

to tenth grade girls that haw not gone steady

S. tenth grade hoys when compared to tenth grade girls

when both

a. go steady

b. date regularly

c# datt frequently

d» seldom or never date

«. have goat steady

f. have aot gone steady

f# twelfth grade hoy® that g® steady when co»parsd to


a# date regularly

b# datt frequently

o* seldom or never date

§« twelfth grade hoys that have goat steady sh«n eon*

pared to twelfth grade boys that have not gone steady

H. twelfth grade girls that go steady when compared t©


a» date regularly

20

b» date frequently

c. seldorn or mver date

X. twelfth grade girl s that hafe gone steady when CI®®**

pared to twelfth grail# girls that have not gone

staady

St* twelfth grade boys when compared to twelfth grade

girls when both

a* go steady

b. date regularly

c* date frequently

d. seldom or never date

e* have gone steady

f« have aot goae steady

(6) There was a elgnlfloantly greater dlffer«»©@ In the de-

viation of tilt mean total score ©a the California gfoort-

ISIft 2tl& fig I S S M %tarlty for

A* tar ban f ustth grade boy® that go etoaiy from the total

mean score for urban tenth grade boys Mien compared

to tli® deviation of the mean score for rural tenth

grade boys that go steady fro® the total mean acor©


1# urban tenth grade boy® that date regularly from the

total mean score for urban tenth grade boys when

compared to the deviation of the mean score for

rural tenth grade boys that date regularly fron the

total mean score for rural tenth grade boys

81

0* urban tenth grade boys that date frequentlj from the

total mean score for urban tenth grate boys when eoa«

pared to the deviation of the mean score for rural

tenth grade boys that date frequently from the total

mean score for rural tenth grade boys

£« urban tenth grade boys that seldom or never Sate

from the total mean soore for urban tenth grade boys

nhe» compared, to the deviation of the mean score for

rural tenth grade boys that seldom or never Sate

fro® the total mean score for rural tenth grade boy®

s. urban tenth grade boys that have gone steady fro®

the total mean score for urban tenth grade boy® then

compared to the deviation of the mean soore for rural

tenth grade boys that have gome steady from the total

ae-an score for rural tenth grade boys

F» urban tenth grade boy® that have not gone steady

from the total mean store for urban tenth grade boy®

idles coaifared to the deviation of the mean so ore f o r

rural tenth grade boy® that have not gone steady tmm

the total mean score for rural tenth grade boys

Qt, urban tenth grade girls that go steady fro® the

total mean soore for urban tenth grade girls when

compared to th® deviation of the mean eeore for

rural tenth grade girls that go eteady from the total

*ean soore for rural tenth grade girls

22

H« urban tenth grade glrle that iaie regularly £re»

the total mean soore for urban tenth grade girl®

uhen conpared to the deviation of the mem seer® for

rural tenth grade girl® that date regularly from the

total mem score for rural tenth grade girl®

1, urban tenth grade girls that date frequently from

the total mean smre for urban tenth grade glrle

nh®» compared to the deflation of the mean soore for

rural tenth grade glrle that date frequently from

the total mm score for rural tenth grade girls

«F* urban tenth grade girl® that mhim or never date

from the total mean score* for urban tenth grade

girls ihen compared to the deviation of the aean

seore for rural tenth grade glrle that seldom or

never date froa the total mean soore for rural tenth

grade girl®

I* urban tenth grade glrle that have gone steady from

the total mean score for urban tenth grade glrle

when compared to the deviation of the mean wore

for rural tenth grade glrle that have gone steady

fro® the total mean score for rural tenth grade glrle

urban tenth grade glrle that have not gene steady

froa the total atan score for urban tenth gradt glrle

when compared to the deviation of the mean score for

rural tenth grade glrle that have not gone steady

from the total atan soore for rural tenth grade girl®

23

M« urban twelfth grade boys that go steady from til®

total mean score for urban twelfth grade boye wtm

com pared to the deviation of the mean eeore for

rural twelfth grade boys that go steady from the

total luean ©core far rural twelfth grade boys

1* urban twelfth grade boys that date regularly from

th® total mean score for urban twelfth grade boys

when eomp&red to th# deviation of th© mem eoore

for rural twelfth grade boys that date regularly

from th# total mean seore for rural twelfth grade

boy©

0. urban twelfth grade boy® that d&t© frequently from

th© total mean seore for urban twelfth grade beys

when compared to the deviation of the mean eoore

for rural twelfth grade boys that date frequently

fro® the total mean score for rural twelfth grade

boye

P. urban twelfth grade boya that seldom or sever date

.from the total mean score for urban twelfth grade

boy® when compared to the deviation of the mean

soore for rural twelfth grade boys that seldom or

never date from the total mem eoore for rural

twelfth grade boys

Q* urban twelfth grade boys that have gone steady from

the total mm» scrre for urban twelfth grade bey®

when compared t® the deviation of the mean eoore

24

for rural twelfth grade boye that have gone steady

froa the total wean score for rural twelfth grade

boys

!« urban twelfth grade boy® that have sot gone steady

froa the total mean eoore for urban twelfth grade

boys «hen oowpared to the deviation of the mtaa «@ore

for rural tvelfth grade boys that hart mot gout eteady

froa the total moan score for rmral twelfth grade boys

S. urban twelfth grade girl® that go steady frost th®

total mem score for urban twelfth grade girls when

oompared to th® deviation of th® seaa score for rural

tvelfth grade girls that go steady from the total mm

score for rural twelfth grade girls

T» urban tvelfth grade girl8 that date regularly from

th# total mean score for urban twelfth grade girls

*hen compared to th© deviation of the mean score for

rural tvelfth grade girls that date regularly from

th# total ®ean score for rural twelfth grade girl®

U. urban tvelfth grade girls that date frequently from

the total mean seor© for urban twelfth grade girls

vOlm ooapared to the deviation of th# mem mmre for

rural tvelfth grade girl® that date frequently froa

the total mmm toore for rural tvelfth grade girle

¥* urban tvelfth grade girls that seldom or never date

froa the total mean soor© for urban twelfth grade

girl® when compared to the deflation of the mean

25

score for rural twelfth grade girla that seldom or

never date from the total mean score for rural twelfth

grade girls

f« urban twelfth grade girls that have gone steady from

the total mean score for urban twelfth grade girls

wh«« oompared to the deviation of the »ean score for

rural twelfth grade girls that have goat steady fro®

the total mean score for rural twelfth grade girls

X* urban twelfth grade girl® that hay® not gome steady

from the total nean score for urban twelfth grade

girls when compared to the deviation of the mean,

score for rural twelfth grade girls that have not

gone steady froa the total mean seore for rural twelfth

grade girls

(7) ?he mean score on each of the twelve measures* th# total

personal adjustment, the total social adjust&ent« and

the total adjustment on California fist §£ Personalis

was sigaifieaatly higher for

A* tenth grade boys that go steady when compared to


a# date regularly

b* date frequently

o, seldom or never date

J* tenth grade boys that have gone steady When compared

to tenth grade boys that have not gone steady

26

0« tenth grade girls that go steady when compared to

tenth grade girl® that

a. 4ate regularly

b. date frequently

o. seldom or never date

£• tenth grade girl® that have goat stead/ when compared

to tenth grade girls that have not gome steady

1, twelfth grade hoys that go steady when compared to


a. date regularly

b. date frequently

e. seldo® or never date

f» twelfth grade boys that have gone steady nfeen com-

pared to twelfth grade boys that have not gome steady

S« twelfth grade girls that ge steady when compared to


a, date regularly

b. date frequently


H. twelfth grade girls that have gone steady when oom-

pared to twelfth grade girl® that have not gone

steady

(8) Jhere was a slgnlfloantly greater dlfferenoe In the de-

viation of the mean seore on each of the twelve measures#

the total personal adjustment, the total social adjustment*

27

and the total adjustment, m Th& California |est of,

*or

A. ortea tenth grade beys that go steady from the total

mean on eaoh test soore for urban tenth grade boys

tfcea compared to the deviation, of eaoh mean eeore

for rural tenth grade boy® that go steady from the

total mm on taeh teet ©core for rural tenth grade

boys

1, urban tenth grade boys that date regularly from the

total mean on each test score for urban tenth grade

boy® compared to the deviation of each mean score

for rural tenth grade boy® that date regularly from

the total mean oa each test score for rural tenth

grade boys

0* urban tenth grade boys that date frequently fro®

the total mean ©a each test soore for urban tenth

grade boy® mtiea somparsd to the deflation of ea®h

mean score for rural tenth grade boys that date

frequently from the total steam cm each teet aoore


i). urban tenth grade boy® that seldom or never date

from the total mean on each test score for urban

tenth grade boys mm compared to the deviation of

each asean score for rural tenth grade boys that

seldom or never date fro® the total mean on eaoh

teet score for rural tenth grade boys

23

2# urban tenth grade boys that hair® gone steady from

the total m m on each test score for urban tenth

grade boys nhen compared to the deviation of each

mean score for rural tenth grade boy® that haw gone

steady from the total mmxi on each test score for

rural tenth grade boys

I. urban tenth grade boys that have not gone steady from

the total mean on each test score for urban tenth

grade boya when compared to the deviation of each

mear;:, scare for rural tenth grade boys that have not

gen# steady from the total mean on each test score

for rural tenth grade boya

G* urban tenth grade girls that go steady from the total

mm m each test score for urban tenth grade girls

«bta compared to the deviation of each mean score

for rural tenth grade girl® that go steady fro® the

total mean on each test score for rural tenth grate

girls

1. urban tenth grade girls that date regularly from


grade girl® when compared to the deviation of each

mean score for rural tenth grade girls that date

regularly from the total mean on each test score for

rural tenth grade girl®

I* urban tenth grade girls that date frequently trm


29

grade girls when compared to the deviation of e&oh

mean score for rural tenth grade girls that date

frequently fro® the total aeas ©a ©aeh test score

for rural tenth grade girls

J. urban tenth grade girls that seldom or ae?er date

from the total mean on ©aeh teat soort for urban


each mean ®oore for rural tenth grade girls that stl-

do® or never date fro* the total mmn on ©aoh test

soore for rural tenth grade girls

X« urban tenth grade girls that have gone steady from

the total aean on each test score for urban tenth

grade girls when ooapared to the deviation of met

mean seore for rural tenth grade girls that have

gone steady fro® the total mean on each test soore

for rural tenth grade girl®

L. urban tenth grade girl® that have not gone steady

fro® the total mean @a eaeh test eoore for urban

tenth grade girls idles compared to the deviation of

©aoh mean ©core for rural tenth grade girls that

have not gone steady froa the total »eas ©a each

test eoore for rural tenth grade girls

K. urban twelfth grade boys that go steady from the

total mean on eaoh test score for urban twelfth

grade boys when compared to the deviation of eaoh

mean ®eor® for rural twelfth grade boys that go steady

30

from the total mean on each test score for rural

twelfth grade boys

I. urban twelfth grade feoye that late regulairly from

the total aeaa on eaoh test score for urban twelfth


mean aoore for rural twelfth grade boy® that data

regularly fros the total »®aa on each test aoore for

rural twelfth grade boys

0, urban twalfth grade boy® that date frequently fro®

the total mean ©a each test a core for urban twalfth


mean, score for rural twalfth grade bays that data

frequently from the total nean on eaoh teat soore

for rural twelfth grade boy©

P. urban twelfth grade boys that atlio® or never date

from the total mean, on eaoh teat aoore far urban

twalfth grade boys when compared to the deviation

of eaoh mean aoore far rural twelfth grade boy® that

seldom or newer date from the total mean on eaoh test

score for rural twelfth grade boys

Q. urban twelfth grade boys that haw# gone steady fro*

the total aean oa eaoh test aoore for urban twelfth

grade boys when compared to the derlatlon ©f eaoh

mean aoore for rural twelfth grade boye that have

goatf steady from the total mean on eaoh teat aoore

for rural twelfth grade boye

3!

R. urban twelfth grade boye that have not gout eteady

from th« total aean on each teet soore for urban

twelfth grade boye when compared to the deviation

of &mh mean score for rural twelfth grade boys that

bar# not gone steady from the total a&m 011 each test

BOOT* tor rural twelfth grade boye

i» urban twelfth grade girls that go steady from the

total mean ©a eaeh teet more for urban twelfth

grade girle when compared to the deviation of each

mean score for rural twelfth grade girls that go

steady from the total mean oil each test score tor

rural twelfth grade glrle

T, urban twelfth grade glrle that date regularly from

the total mean on each test tcore for urban twelfth

grade girl® when compared to the deviation of eaoh

mean eeore for rural twelfth grade girls that date

regularly fro® the total mean on nmh test eoore for

rural twelfth grade glrle

P» urban twelfth grade girla that date frequently from

the total roeaa on each test eeore for urban twelfth

grade girle when ooapared to the deviation of each

mean eoore for rural twelfth grade glrle that date

frequently from the total mean on @aoh test eeore

for rural twelfth grade glrle

¥• urban twelfth grade glrle that eeldo* or never date

from the total mean on each teet score for urban

32

twelfth grade girls when compared to the deviation

of each, mean score for rural twelfth grade girls

that seldom or never Sat® from the total atean on

each test score for rural twelfth grade girls

#. urban twelfth grade girl* that have gone steady from

the total siean on each test eeore for urban twelfth

grade glrle when ©©mpared to the deviation of each

aean, score for rural twelfth grade glrle that have

gone steady from the total mean on each test soor©

for rural twelfth grade glrle

X* urban twelfth grade glrle that have not gone steady

froa the total mean on each test soore for urban

twelfth grade girls when coapared to the deviation

of eaoh mean eeore for rural twelfth grade girls

that have not gone steady from the total mean on

each test score for rural twelfth grade glrle

(9) There was a significantly greater percentage represen-

tation In the upper 30 per tent of the scores obtained on

the soel©metric seal® from

A. the tenth grade population for boy# that g@ steady

when compared t® their percentage representation In

the tenth grade population

B. the tenth grade population for boys that date regu-

larly mhen compared to their percentage representation

In the tenth grade population

0. the tenth grade population for boy® that date frequently

33

Khen compared to their percentage representation

1m the tenth grade population

D. the ttilth grade population for boy® that haw gone

steady whan compared to their percentage represen-

tation la the tenth grade population

£. the tenth grade population tor girls that go steady

when compared to their percentage representation In


F* the tenth grade population for girl® that date regu-

larly when compared to their peroentage representation

In the tenth grade population

G. the tenth grade population for girls that date

frequently when compared to their percentage repre-

sentation in the tenth grade population

H» the tenth grade population for girl® that have gone

steady when ooapared to their percentage represen-

tation in the tenth grade population

I, the twelfth grade population for boys that go steady

when compared to their percentage representation in

the twelfth grade population

the twelfth grade population for boy® that date regu-

larly when compared to their percentage representation

in the twelfth grade population

X* the twelfth grade population for boys that date

frequently when ooapared to their percentage repre-

sentation in the twelfth grade population

34

L. the twelfth grade population for hoys that have gone

steady when compared to their percentage represen-

tation In the twelfth grade population

1# the twelfth grade population for girls that go steady

i&en compared to their percentage representation la


I. the twelfth grade population for girls that date

regularly when compared t© their percentage represen-


0. the twelfth grade population for girl® that dat®

frequently when compared t© their percentage repre-

sentation la the twelfth grade population

?» the twelfth grade population for girls that have gone



(to) there was a significantly lesser percentage representation

In the upper SO per cent of the soores obtained on the

soolometrio scale from

&# the tenth grade population for hoys that seldom or

never date when compared to their percentage repre-


1* the tenth grade population for hoys that have not

gone steady when compared to their percentage repre-

sentation In the tenth grade population

C* t^e tmatli grade population for girls that seldom or

35

never date when coapared to their percentage repre-


D. the tenth grade population for girl® that have not

gone steady tien compared to their percentage repre-

sentation Is the twelfth grade population

S. the twelfth grade population for bay® that seldom or


sentation In the twelfth grade population

F. the twelfth grade population far bay® that have not

gone steady when compared to their percentage r®pre-


S, the twelfth grade population for girls that seldom

or sever date when compared to their percentage repre-


H. the twelfth grade population for girls that have not

gone steady when compared t© their percentage repre-


(11) fhere was a significantly lesser percentage representation

la the lowest 20 per cent of toe snores obtained on the

soclometric scale fro®

A. the tenth grade population for hoys that go steady

when compared to their percentage representation la


B« the tenth grade population for boys that date

regularly when compared to their percentage repre-


36

G* the tenth grade population for boye that date


sentation la the tenth grade population

D. the tenth grade population for boy® that have gone


tation In the tenth grade population

I, the tenth grade population for girls that go steady

nhea ecmpared to their percentage representation la


V* the tenth grade population for girls that date

regularly when ©©spared to their percentage repre-

semtatlca In the tenth grade population

G« the tenth grade population for girls feat date

frequently when coapared to their percentage repre-


1. the tenth grade population for girls that have gone

steady vhen compared t® their percentage represen-


I, the twelfth grade population for hoys that go steady

ifew compared to their percentage representation In


im the twelfth grade population for boy® that date



K. the twelfth grade population for•boys that date

37

frequeatly whea compared to their percentage repre-


li# the twelfth grade population for feoyts that have gone


ts tloa in the twelfth grade populatloa

M. the twelfth grade population for girls that go steady

when compared to their percentage representation la


U. the twelfth grade population for girl® that date

regularly whea compared to their percentage repre-


0* the twelfth grade population for girl® that date

freqaeatly whea compared to'their percentage repre*

•entatloa la the twelfth grade populatloa

P* the twelfth grade populatloa for girls that have gome

steady whea compared to their peree&tage repreeen-

tatloa la the twelfth grade populatloa

(12) there wan a significantly greater percentage represen-

tation la the lowest 20 per oeat of the scores obtained

oa the soeloaetrlc scale from

A* the teath grade populatloa for hoys that seldom or

aever date whea eoapared to their percentage repre-

sentation In the teath grade populatloa

B. the teath grade populatloa for boys that have mot

goae steady -whea compared to their percentage repre-

seatatloa la the teath grade populatloa

38

0* tli* tenth grade population for girls that seldom or

n e w date uhen compared t© their percentage repre-


D, the tenth grade population for girl® that have not

gam steady when compared t© their percentage repre-

sentation is the tenth grade population

I* the twelfth grade population for hoys that seldom or

a#T#r date when compared to their percentage repre-

sentation In the tirelfth grade population

F» the twelfth grade population for hoys that haw not

gone steady when ©oupared to their percentage repre-


G. the twelfth grade population for girl® that seldom

or never date mhen compared to their percentage repre«

sentatiom la the twelfth grad© population

S» the twelfth grade population for girl® that have not

gome steady when ©oapared to their percentage repre-


(13) There was a significantly greater per ©eat that report

they feel they should not go steady of the

A, tenth grad# boys that go steady when ooapared to

tenth grade hoys that do not go steady

1* tenth grade hoys that have gout steady when compared

to tenth grade hoys that have not gone steady

0« tenth grade girls that go steady when compared to

tenth grade girl® that do not go steady

39

D» tenth grade girls that Haw goat iteady when oo»~

pared to tenth graft® girl® that have not gone steady

E* twelfth grade boys that go steady ife«» ooapared to

twelfth grade boys that do not go steady

f, twelfth grade boys# that hare goat steady when eoa*

p&red to twelfth grade boys mat have m % goat steady

0. twelfth grade girls that go steady when eompared to

twelfth grade girls that do not go steady

H« twelfth grade girl® that have goat steady nfoea com-

pared to twelfth grade girls that have not gone

steady

(14) There was a significantly greater- per eent that report

their parents thin* they should not go steady of the

4, tenth grade boy® that go steady nhen ©©spared to

tenth grade boys that do not go steady

!« tenth grade boys that have gone steady wh#a ©om-

pared to tenth grade boys that have not gone steady

0. tenth grade girls that go steady when compared to

tenth grade girls that do not go steady

D« tenth grade girls that have gone steady nhen com-

pared to tenth grade girls that have mot gone «t#ady

1. twelfth grade boys that go steady when ©cwpared to


F» twelfth grade boys that have gene steady whm eo®»

pared to twelfth grade boys that have not gone

steady

40

{** twelfth grade girl® that go steady when compared to

twelfth grade girls that do not §o steady

H. twelfth grade girl® that Ma-?# gone sttady when com-

pared to twelfth grade girl® that have not goat

steady

(15) fhe laeaa, score on each of th© twelve measures# the total

personal adjustaent, the total social adjustment, and

the total adjustment on fhe California f©gt of Persoa-

allty wa# significantly greater for thee© student®» -tsath

and twelfth grade* who®® parents are above the high school

level of education when compared to those tenth and twelfth

grade studeats who 00 par©ats both are

A. at the high sohool level of education

B» below the high school level of education

(f6) The mean total score oa the California 3hort«»?orii Test

Si SffiM 1 M 1 £ > 1963-3, was significantly* greater

for teath grade student® whose par eats are above the

high school level of education when ©oapared to thoee

tenth grade students whose parents both are

A« at the high eohool level of education

B# below the high school level of education

(17) fhe mean total score on the California Short»foya Test

St I».MI Maturity. 1963-3. was significantly greater

for twelfth grade students -sfhose parents are above the

high school level of education when compared to those

twelfth grade students whose parents are both

41

A. at the high school level of education

B. below the high school level of eduoation

Definition of Terms

For purpose of clarity the following term® are defined

as follow®!

!• fl&tet A date ©ay b© as simple as a "coke date" and a

"study date," or as complex as a date for a formal dance.

She student was given enough latitude to interpret

dating activities to include those activities which he

and hie peers consider dating*

2. Seldom or lever Bates This term was used to identify

those unmarried students that date less than an average

of one or more times per month during the previous six

month period.

5* freoueat gatingi fhls term was used to identify those

unmarried students that date aa average of on® or more

times per month during the previous six month period

but not "regularly.w

Regular Patina; This terra was used to Identify those

unmarried students that date an average of one or more

times per weefc during the previous six month period but

not with one individual.

5. doing Steadyi this term was used to Identify those un-

married students whose dates are confined to one Indivi-

dual over a period of at least six month® and date regu-

larly (one or more times per week) during this period.

42

Hav© aone Steady; this term was used to identify those

students that had *•*» "golBi steady"

during the previous two year period when tti»4 with tenth

grade students and was used to Identify those students

that had qualified for the term "going steady" during

the preTious four year period when used with twelfth

grade students*

?* Harried; fhis term was used to identify those students

that reported themselves as being married on the infer*

mation sheet,

8. Urban and Rurali These tense were used according to the

I960 official retort of the U# S. Bureau of Census,

Liaitations of the Study

fhe mature and scope of this study was conducted within

the hound» of the following limitation*i

1. This study was limited to a eeleot group of high schools

located in the state of Texas,

2. Only data for single white students were considered and

treated statistically.

3. Only data for tenth and twelfth grade high school stu-

dents were considered and treated statistically*

4. Only those factors for whloh measures wers obtained, as

stated in the hypotheses, were treated statistically.

5. Statistical treatment was limited to only those students

for which complete data on all measures was obtained.

43

6* Si# interpretation of the findings and conclusions readied

is this study was of necessity limited to the papulation

fro® which it was drawn.

Basic Assumptions

1, It was assume# that the instruments selected were valid

and reliable and that they would obtain the desired in-

formation to test the hypotheses of this study*

2. it was assumed that the answers on the Information sheet,

tests, and soeiometrio scale were the true feeling®, toaow~

ledge, and. information of the respondents and were given

In good faith by the students,

Baelegrouad and Significance of the Study

this investigation grew out of an attempt to locate an

area for study that promised a fertile field for the writing

and testing of hypotheses. It that time the investigator was

engaged ia the study of adoisscent psychology. One of the

more dynamic aspects of the adolescent proved to he the role

of intersexual social relationship®. Considerable literature

on the subject pointed to the fact that many areas within the

field needed investigating# Since this was a changing pattern

continuous appraisal was definitely needed and investigation

into new areas was highly desirable.

The Prohie®

fhe problem selected was complex. A restudy of factors

previously evaluated would serve only as m updating of these

i

44

past endeavors* fhere also was the need to pursue new paths

that previous investigation had oertalnly indicated. The

most profitable course promised to 11# in selsotlng the 120fit

important area® that had been researched previously and to

enter a limited number of mew areas at the same time, this

approach# indeed, brought into focus a very fertile field for

the spawning of hypotheses*

The problem of this study was not 1b locating the area

of investigation but more la isolating the area for investi-

gation* In considering the Intersexual social relationships

of the adolescent, the frequency of dating and attitudes to*

ward dating were the underlying factors which teemed t© hold

most promise. This process* practice, or custom, has proved

to have a .multidimensional influence on the adolescent* From

previous study* the frequency of dating seemed to be assoolated

most oloeely with the influence exerted on the adolescent in

regards to intersexual social relationships. Just as the in-

fluence of dating is multidimensional on the adolescent, the

freijueney of dating seems at the same time to have multidi-

mensional aspects in its practice.

Lowle points out that the dating frequency probably

varies from one section of the oountry to another. A dlf«

ference probably exists fro® rural to urban areas and fro®

small to large olties in the sane section, as well at for

an Infinite number of other conditions (31). Shrma&n shows

that frequency of dating is assoolated with premarital sex

45

behavior ami raises the question as to the desirability of

increased frequency In dating (14). fhe problem of frequency

In dating cannot be isolated without consideration of other

factors. lot only how frequently the adolescent dates, but

whether or not he dates one or more members of the opposite

sex would also need to be c; Idered. Going steady has proven

to be an aooepted custom in today's adolescent dating. Herman

and other© have pointed out that there is more than one type

of going steady (20). This can be contrasted to Waller*© full

description of adolescent dating in the 1930*8 without mention

of the practice of going steady (49).

Other differences in dating practices hare been found

among adolescents. Investigations have demonstrated that

the sex of the individual Influences such factors as age of

initial dating and the frequency of dating at a particular

time or age. Differences in the class or cultural level of

the individual and the overall personality have also been

found to exist, or at least hinted at, through various apprai-

sals of the effects on the adolescent and his dating*

Adolescence and JSatima:

If we consider the adolescent period of life as a whole,

we see that it is a complex interaction of the individual with

many groups and his culture as one overall group. We usually

consider this period of life to be a transition from ohildhood

to adulthood. The many changes that take place in the indivi-

dual during adolescence are oertain to bring about many

46

difficulties. this period of life, with all It® sptolflo

characteristics, gradations, and pecularitiee, m e first

adequately desoribed by G. Stanley Hall Of* PP* 3-4).

Today the aeoepted pattern of courtship in American

soolsty i® dating C24# pp. 301-392)# It is usually during

the adolescent period that the individual initiates hi« dat-

ing and thr©ugh practice, develop® techniques he will use in

seeding a marital partner. Many studies is the past hav®

concerned themselves with the age of tht first data (7» 8, 22,

32* 39* ate*), Haradn, one of the more recent studies, found

evidence indicating earlier and changing boy-girl rtlations

(1B)»

fh® pattern during adolescence has been for tht indivi-

dual to go through a trial-and-error period is dating tht

opposite tax* Gradually the individual would taltot one who®®

attractions for him were greater than those of tht other with

whom he associates. Gradually, he would spend sort and more

time with thie one and his dates with others were raduoed to

a minimum* fhta he was expected to have dates with mo others

and his ohoic© was also txpteted to refrain from other dates*

fhey were them considered to b® "going steady" (24).

Going Steady

fhe pattern of "going steady" has changed in our contem-

porary setting* How the individual goes through a period of

going steady with one individual after another* Is Blester

4?

has so succinctly put lt» the young person does not "date*

any more# but he goes steady (41 )•

Social approval, group prestige and the assuredness ©f

girls having a data on all occasions art the reasons some

adolescents have given for first "going steady" (9)* today,

the reason® ldiy boys and girl® go steady are several. One

Important reason lAy adolescent go steady Is that they may

want to Know exactly what to< azpaet In the "parking situation"

(41), if boys and girls become more choosy about idiom they

allow themselves to fall in love with, "going steady" may be

a possible preliminary to marriage (39)* Mead pointed out

two reasons for adolescents going steadyi the young person

whose stirring sexuality has been genuinely aroused may be

said to be 11 In love," and not interested in dating other than

the one persons ©r two adolescents who are not "in love" aay

depend upon saoh other for protection (35)# Eeriaan has sac-

pressed these two types of going steady patterns that now

exist as one being oriented to marriage and the other a dai-

llanos relationship# Is points out that factors within the

laodern adolescent subculture aay partly explain the popularity

of this complex relationship (20).

Couples•find that going steady itself can and does pre-

sent problem® during adolescence (9)* Parent® generally do

not understand their children * s "going steady" during the high

school years (41). Wood lists eight advantage® and eleven

disadvantages for going steady as reported fey boys and girls

48

(51 )• these advantages and disadvantages Have changed as

attitudes among the adolescents have changed. Smith found

that the age of going steady coses earlier for the urban youth

than for the rural youth (46)* Attitudes toward going steady

probably are different In different seotlons and groups alto*

In a study of students in college, Ite&off and Mood

found that there were sone differences In the emotional adjust-

ment for the students when grouped according to dating fre-

quency and status. Students who seldom or never date, who

start dating late In high school, and who have never had ©.ore

than one "steady,w were found to be predominantly socially

retiring and showed a slight tendency toward emotional mal-

adjustment (36)*

19MB, Steady and gigh School

Fro® a study of 238 high schools reported by Fallon and

Tunnell, it was found that one of the primary contributory

factors to teen-age marriages urns going steady# In a follow

up of this study* Burohlnal considered the American system of

dating, which leaves courtship sad mate selection up to the

youngsters, as a primary reason for early marriages among

high school students (16).

Belated Studies

fhe above study dealt with high school student® while

in high school* The study by Hlakoff and food Is one of the

many which was conducted with college students to find out

49

factor® about the current and past practices of the adolescent

(36). Jhe study by Harain pointed to the fact th*t boy-girl

relations war® changing and m Important Chang® was the age

at whieh dating commences and the practioe of going steady

begins (18). Much a or® res®arch ha® been done la colleges

than la high schools, la looking at the previous studies on

adolssoent dating, m find that the study on poat high school

ages has increased our knowledge hut there 1® definitely a

need for additional Information on the pre-college adolescent.

A large number of high school students do not continue their

education put the high school so if we are to consider the

high aohool age, m suet draw our sample fro® this age during

the high school yeara.

Using the method of gathering Information from college

studenta, Ele»er conducted a study based on 233 students at

the University of California at Los Angeles* He found that

the firat experience of going steady began for the majority

of these students during the high seh&ol years; only small

percentages were added later. Only a few people# those that

did mot want to follow the behavior of the crowd, avoided the

high school custom of going steady*

Bitttsr's sample was made up ©f three groups, soelal

science students, engineering students, and chemistry students*

fable I reveals the percentages that reported they had begun

to go steady at the high sehool and college level.

50

TABLE 1

PSROSfftiftES THAT HAD GOSE STEADY 01 THE HIGH SCHOOL AID COLLECT L2V2L fOE 283 SfOBEtTS AT Til OIITERSITY Of CALIfORSIA

i M i m t m m m w RIIKBH

fear In School

High School freshman High School Sophomore High school Junior High School Senior College Freshman College Sophomore College Junior College Senior Sraduate Student

Soo * So. Students * a 18?

2? 43 57 73 75 82 85 86 86*

Engineering Students » a 46

22 41 57 65 TO 72 72 72 72

Chemistry Students * a 30

13 23 30 33 4? 50 60 63 63

* one addition*! student m s added at this level

Kiemer points to the fact that going steady does not

isolate the students abiding by this practice. They have

more than on® of these "going steady" experience® generally,

fhey limit themselves only for a time to one person if they

•want to know that person »ore intensively# The social science

students went steady with an average of 3.11 ®enbere of the

opposite sex: with free dating ©ecwrlng between these periods,

from his apprasial* the fear that going steady lead® young-

eter® to a distinctly different pattern from that of playing

the field, Imowa, to the older generation, is erroneous.

liefer found that there are several reason© iniiy hoys

and girl® go steady. They &ay want to be sure of a date at

51

all tines# They may want to know exactly what to expect In

the "parking situation." Participation in all extracurricu-

lar activities cn the high school campus seems more often to

©©seem the boys# Girls seem concerned with different degrees

of sexual exploitation lay the boys they encounter after a

party or a high school lance#

Going steady ha® Increased from coast to coast* It

puzzle® high school principals, teachers, and parent®# The

effects of going steady are reflected in the school's extra-

curricular activities# School personnel, teachers Mid.

administrators* find it threatening to a successful program

to include all of the student® since In many situations only

those with a steady date will participate while many that are

playlng~the«fleld .may not corse at all. Barents generally want

their children tc play the field In dating so the child will

hays a vari@ty of experiences before getting .married# Khat

the parents fall to realize is that the situation Is consid-

erably different today from that of the past generation#

today a ycunster say haw to go steady t© get a date at all#

She adolescent that does not go steady may have his experi-

ences with the opposite sex Impoverished Instead of enriched.

A parent that force® hi® child to participate la playing the

fieldg rather than going steady, may actually be Halting the

adolescent^® dating potential to a smaller and less desirable

group# The adolescent aay he drawn Into undesirable "parking

situations" la order to date*

52

Bleaer concludes that the practise of going steady ®mm&

to be still ob the increase* The trend la favor of going

steady by the adolescent will probably continue* Sothiag ©an

be found to indicate that going steady It a temporary fad {41)•

Based on college students at the University of Wisconsin,

an ©arli©r study by a©r»an pointed also to the need for addi-

tional investigation into the practice of adolescents1 going

steady, fhe Investigator used 193 undergraduate students la

the spring of 1953. He presented evidence that the going

steady complex, by virtue of its dominance as an adolescent

dating practise, is worthy of greater professional attention

than it has received (20).

fo understand some of the faotors associated with dating

frequency and going steady* we must have a better understand-

ing of these practices by the high school adolescent, Since

many of the studies made have been Halted to the liwedlat®

praotlots of the oollege student with additional reporting

by him on his high school dating, the need for investigation

into the area of the dating praotlots of the high sehool youth

during his high sehool years, is very desirable*

Duriag lay, 1956, a study was made utilising 113 Junior

and senior students in a Michigan high sehool. fhe method of

investigation was a two part iatervlew, one on personal back-

ground data such as age, race, marital status, and the like,

and the secoad part of the interview ©onslsted of fifteen

statements pertaining to dating and related practices, fhe

S3

fifteen statements were designed to measure liberalism with,

reference to the situations described by these statement®.

The study analyzed students * attitudes toward dating and re-

lated practices while it made an effort to determine the

extent to which sex and age influences such attitudes# the

sample was made up of forty«©®v©n males and sixty-six females.

lardis report* that a variety of dating partners and

dating not involving extensive adult supervision were favored

by the students. Intimate physical contacts vert somewhat

disapproved* the females were significantly le$« liberal la

their attitude* toward dating aad related practices than were

the saleg« there was no significant difference between the

younger and the older subject®* Males mad female* began to

date at about the same mean age, fhl® age was slightly more

than fourteen year*. Both sexes* stale* ami festal®** but

especially the females, believed that girl# in general should

start dating earlier than boy® (1 )*

Bata collected by Wallis leasley aad analyzed by S, I,

Pfuhl oa 57* teeaagers la oitie* of 10,000 to 40,000 popu-

latioa showed that more thaa three-fourths of thea began to

data before sixteen years of age* This sample revealed that

girls generally started dating earlier thaa this; the typical

high school girl began about two years earlier thaa the typi-

cal high school boy*

Most boys mentioned money as the reason for not dating.

Another barrier to aot datisg was not having to automobile*

54

fhese two factor® were aseociated with the Income elae© from

which the boys came. Almost two-thirds of the boy© fro» the

lower income class felt blocked in dating for lack of a ear.

About half of the middle class and a little more than a third

of the upper ©lais reported the saiae* Soya also mentioned

shyness and fear of being turned dews by the girl# a® an im-

portant factor for not dating.

CUrls considered the boy's laok of a car as an important

factor in their net dating, Wmj of the girla reported they

fslt they could not, for status reasons, accept a date unless

the boy had a oar*

this research showed that the## young people did aot

feel that petting was essential to popularity* About 80 per

©eat of the boys and aluoet all of the girls felt that a girl

did not have to pet to be popular# It also revealed that al-

most 80 per cent of the girls who had petted had guilt feelings

following petting. With the boys* more than a fourth said

they experienced guilt feelings after petting,

liaadle points out, from this samplst that the longer the

period of acquaintance, the greater the degree of Intimacy,

short of sexual iAteroottrse, that was practiced* Be warns

that this would see® to indicate very clearly that there is

a danger in steady dating from the standpoint of teen-agers

establishing too ©lose ties and being draw into early marriages.

Most of the students favored steady dating even before

they reached the time of mate choice, In general* those who

55

went steady r®t.ed steady dating the most Interesting, Those

who did not believe la steady dating said casual dating or

playing the field was the most Interesting. Less than a

fourth of all students reported they thought going steady

should be reserved for those seeking a marriage partner (29)*

Cameron and lendel report on a study mad© of 153 girl®

and 141 boys that were In a senior class at Mason City, Iowa,

This group represented 93 per cent of the seniors. Question-*

nalre® were distributed to all of the een lore in attendance

during a single day that dealt with ourrent and past experien-

ce®. The study was conduoted to obtain factual information

about the dating practices of high school students. More

realistic and effective counseling and teaching of these stu-

dents were th© goal® of putting this Information to us®.

from the overall finding©« the study demonstrated the need

to remain sensitive to the dating patterns of youth.

fhe report showed that the median age for beginning dat-

ing was fourteen for both boys and girls with o&ny starting

to date much earlier than this. Prom an analysis of the data,

the nondating high school student Is atypical, and it is like-

ly that the student recognizes the fact. A percentage break-

down was made for the first year to date, th® sophomore year,

the junior year, and the senior year, for those that had dated

and those that had dated very frequently, fhe data pointed

to the fact that an account of high school dating scarcely

can Ignore the phenomenon of going steady. It was discovered

56

that an exceedingly high proportion of the seniors, 82 per

cent of the girls and 71 per cent of the hoys, had at one

time or another gone steady. About 20 per cent of the senior

student® had gone steady only one tl»e while others had gone

steady aore than one time (6).

Lowrie points out that the main conclusion of Holllngshead's

ilmstown's Youth Is that dating and other tonus of behavior of

adolescent® are strongly effected by social ©lasses. Lowrie

Indicates that It Is altogether conceivable that differences

In ds-Uag frequency which Holllngshead found between classes

may be explained by age or other influences, in order to in-

vestigate some of these factors, Lowrle used data from two

student samples, toe sample consisted of replies In the

spring of 1950 from juniors and senior® in three high school®.

One high school was In a town of approximately 12,000, the

second In an area of nearly 24,000, and the third in a re-

stricted area of a city above 300,000 population. The

proportion of both sexes were relatively equal in this sample,

fhe second saaple came from student® In a state supported

university.

From the data collected, one of the more important find-

ings was that with only minor exceptions, the frequency of

dating rises with age. This was true In both the high school

and university samples. Age is a very important factor in

the frequency of dating. Using the means of the two sexes,

girls invariably date more frequently thaa boys of the Same age.

57

Another faotor that affeots th© frequency of dating is dating

status, whether the individual 10 playlag the field# going

steady, or engaged, fhe age at which dating begin® affects

the frequency of dating. Generally the earlier Individuals

begin to date, the more frequently they date*

Lowrie suggests that since the findings la this study

were so positive, It would seem likely that acre adequate in-

vestigation may add to the list of the influences that affect

frequency of dating, measure their effects more exactly, and

very probably sake It possible to predict such behavior la

at least some groups within definable Halts* 1© states that

such Knowledge should add considerably to th® understanding

of dating behavior and suggest the direction, or directions,

of effort most likely to be fruitful la any attsapts that say

be undertaken to dlreot or control such activity to the advan-

tages of those involved or of th® community of which they are

a part (31).

Mi. MSL Study Shis study, wfhe Relationship of Selected factors and

the Bating frequency of Single tenth and Twelfth trade Kbit*

High School Students,M has gathered information on different

factors related to the students In order that our understand-

ing of groups that have different dating frequencies may be

increased* With this information, the patterns of dating and

related factors may be further evaluated, A need for deeper

58

Investigations into the peculiar aspect® of boy and girl re-

lations has been clearly atoon®trated from literature ©a the

subject.

He are at present interested In the aspect® or character-

istics of gigups so that we may better understand the overall

group and Its actions and reactions within and without. Thus,

we may la turn better serve the group and the Individual with-

in the group. There are aany factors contributing to the stake

up of any group# Several of these factor© have been considered

in relation to the dating frequencies of tenth and twelfth

grade students.

In order for the high school to adequately serve the needs

of the student, we must fully understand the individuals and

groups within the school. Since different patterns of dating

are clearly evident, it behooves to try to gather information

on the individuals that make up these groups to better analyse

the group and the individual within the group. If certain

dating practices bring problems to the individual, we need

to locate these problems and try to help the group and the

individual within this group.

A better understanding of the boy-girl relations within

the high school may lead us to a re-evaluation of our extra-

curricular and currlcular programs. We need to adapt our group

guidance and individual counseling practices to meet the needs

©f the individual high school student. Ife must use all avail-

able information to aid the student. To meet the needs of

59

m r high school students, we may need to place greater em-

phasis on social mime® in the curriculum.

60

CHAPTER BIBLIOGRAPHY

2.

3.

4#

3.

6.

7.

3*

10,

II.

12,

Bardie, Panos D#, "Attitudes Toward Bating Aaong the Btudtuta of a Michigan High School#" Sociology and Sooiaa. Research. XLII (Jiaroh - April, *958), 2 7 ^ 7 .

Best, John %•, Kesearch Prentice Hall, Inc.,"

i Sduoatlon. Englewood Cliffs, ?59#

Blair, Arthur Witt, and Burton, William I,, Growth and § ^ ^ 1 ^ ^ = $ ^ 5 2 2 8 6 1 , TorJ^pplBon-

Breed, ¥., "Sex, Glass and Socialization in Dating," lartlage and family Living. XVIII (May, 1956), 137-44.

Burchinal, L. G*, "Meatbershlp Group* and Attitude* Toward Grose-religious Dating and Marriage," Marriage and Family- Living. XXII (August, I960), 24&-t "*•

Cameron, W. J., and Kenkel, ¥. "High School Dating:

Christ, J• B., "High School Dating as a Behavior System," M g y i w md. family giving, XY (February, 1953), 23-28.

Ohrlstenaea, h. T., "Courtship Conduct as Viewed by Youth," jottrnal Of Some Economics, XL (April, 1948), 187-88.

™ — — — ."Dating Beharior as Evaluated by High icHo^T^uients, Mer|can £ou$ial of Sociology, Lfll (May, 1952), 580-87

Cole, L., Psychology ol Molesctaoe. lew York, Hinehart " " ~ " * ~ r" T'T ""**1 TTTi and Company, Ino., 4th ed., 1954.

Eew Oruze, W» W., Adolescent Psychology and York, The Ronald Press Company, 1953«

Delora, <J., "Social Systems of Dating on a College Campus,M

B££2MS. S£& imlU MMm* m {February, 1963), 81< "

13. Donnelly, H. 2,, "Toward a Theory of Courtship," m mi. family Living, xxv (August, 1963}, 290-93.

6!

14. Shraann, Winston, Premarital Bating Behavior, lew York, Henry Holt and Company ,""T9p 9 •

15* Bills, A.. "Love ami faally Relationships of American a Iris,1 Asaerioa® Journal of Sociology, M (lay, 1950), 550-56.

16. falloa, Berlle J., and Tunnel!, Jaats ¥#, "High. Softool Marriagesi Fad or Fact?," She feaas Outlook. XXVII (November, 1963), 16-19. '

17« Garrison, I. 0;# fayefo^gjr M Mgesoeage, lew York, Prentice-Hall, Ino. rev. id., 1951#

18. Harjain, Merrill, "Hair® Moltseent® Changed? A Consider-ation of Possible Oranges la Adoleseeat# In Secant Years," unpublished doctor*s dissertation, Department of Psychology, lew York University, lew fork, lew York, I960-

19. Havlghurst, E. J., Human Pevelopaent and Education. lew York, Loagaftas# ir#ea, and Company,"1953.

20. Herman, 1* "Golag Steady Ooapl«xt A l©-#xa»laatioa,w

M&nft.Sfifc ffl& ImMsl kW/m* (February, 1955),

21. Hewitt, L. I., "Student Perceptions of traits Desired In fheaselvee as Bating and Marriage Partners*H Marriage M l iSirtto &MSi» XX (Hoveaber, 1958), 344-W "

22. Hollingshead, A. B., glaatoan's Youth. Sew York, John Wiley & Sons, lac*,'

23. Horrooks, «?. 1., the Psychology of Adolescence. lew York. Longmans, Green, and Coapany, 19$1,

24. Hurlock, 1. 3., Adolescent Pevelopaent. lew York, leGraw-1111 Book Company, 2nd t(i., 1955#

25. &nln# 1. J., "Halt Aggression in Datins." American Ima&i 2l Sociology, Mill (January, 1S88T7T87

26. Zuhlen, S. 0., Th£ of Adolescent Bwlopaamt* lew York, Harper A Brothers, 1942.

27. LandIs, J. f., nfi«search on Xeem-ag© Bating»" larriag# and family Living'. XXXX (August, 1960), 266-6?.

28. Landis, p. H., Adolescence and Youth,, lew York, MoGraw-Hill Book Coapany, rev. #17,

2% . " D a t i n g M a t u r a t i o n o f Cfct lAraft frm Htppp and V * U p w M a r r i a g a a , " B E E I S 6 I 4 £ l M l l i a H * XX? {Au$uat , $963) , 351-5>»

30. L o w ! # , S, H.. "Karly a®« £at* Dating," Man family UvlM. XXIII <A»*uat, f96l)# 2 ~

31. « "Jaotora luTolvad l a iU« Prasttanoy of : » w " ' t e 3 d a a s t H i Z a a i U & & 8 & f ( f a b r u a r y ,

19">6}» 46«5T»

52. • "Sax D i f f e r * * * * * and Jigt of I s i t l s l ' f i l i a l i ^ ^ e g a , f i x ( f t f t reh, 1 9 5 * ) , 456 -61 ,

33# mia, ft,, aa4 jaalg©«# 0, G., M®tm@mm* law lorkt K*Sx f t i *>8 l l l Book Coar<j>a*y, 19*>2»

34# m r t t m , i f t i l l s w ?** w f s t e a l e r , o « l l a B m « i Ohl ld t . s m < a s t ^ m i p a i i » • * Y@ncf

and Ooapasyr, r#f» *i, , 195% 33. a « M | l t » "Tfae l a p a c t & i C u l t u r e on Persona l i t / d * T » l o p n * a t

I s tfe* tfait*4 3 t o t e * Today , " M S 2 i B l l a & l i t f l l l l * I>; ( Janua ry , 1 9 ^ 1 ) , 17*18.

36, I t a k o f f , M* h t and wood. A# L,, "Oourtahlp and Personality," | p | r | . e § a fomqMfl tf SQelolojMr. £111 (January, 1948),

3?# yeevy, ¥* i*, "}?re®arltal Fatting i**navior and rarltal J r e d i j U o n , H M ^ j g a j g £ l i U M M l l M *

O J ( f o v a n b e r , 1939) , 3 4 ^ 5 5 ,

38, eisner, 1, 0,, "Methodology Built About the Solas Steady I am " ' ' ~ " * " "" " ' " f 92*

' i i a t e j s i m m m m * x m i m a y , m i l *

33* Punke, H, H«, f,£atia« Practices of Sigh Sofeool Tenth,n

| 1 l | | | t l a 1 I # » o |

40# S a a m t r t , I # 3«» and ladlow, 0, H,, f f a i Amer ican T**& Agar* Indianapolis, Bobbs-Kerrlll Company, ?§!?*

41, l i t a t r , $v*md, "Courtship for Securi* i s s i i i s s m m . « ( ^ l y . »96») .

42 , Sogers, l # and Havana, A# £ • , "Prestige E a t i n g am# Mat* W l j e t l o B ob a M i l * * * i S p l W 8 6 4 z a a t i t i ; m i t » « b r u * r x , t s e o ) , 55--

63

4 3 . J c h n e p p , G . J . , " S u r v e y o f G o i n g S t e a d y a n i l - O t h e r B a t i n g P r a c t i c e s , " C a r r i a g e a n d F a m i l y g i v i n g . , X X I I I ( S o v s a b e r , 1961)* 305.

4 4 . S e i d t a a n , J b r o a e > ! . , e d i t o r , T h e A d o l e s c e n t ; A B o o k oJf H e a d i n g s , l i e w Y o r k ; * H o l t , l i n e h a r i a n d W i n a t o n , I n c . . r«T.' 1350.

4 5 . S m i t h , J S l e a u o r , a n d M o n » a e , J . H . G r e e a b e r g , " C o u r t s h i p V a l u e a i n a Y o u t h S a m p l e , " A m e r i c a n S o c i o l o g i c a l I t v i e w * m i l (Beaember, 1353], 6 3 5 ^ *-* 6

4 6 . S m i t h , u', a . , R a t i n g a n d D a t i n g : A R e - s t u d y , " Marriage m ?fmjir same* h t (hot<.«i>m?, 1952;, 312-1 i,

4 7 . S t o n e , i». J o s e p h , a n d Church, J o s e p h * C h i l d h o o d and A d o l e s c e n c e . New Y o r k , Random H o u s e , ! 9 o T .

4 8 . V e r n o n , G. a., a n d S t e w a r t , 1. L . , " E m p a t h y A s a P r o c e s s i n t h e D a t i n g S i t u a t i o n . " A m e r i c a n S o c i o l o g i c a l R e v i e w , X U l ( F e b r u a r y , 1 9 3 7 ) , 4 3 - 5 2 ^ " ^

4 9 . W a l l e r , ¥ i l l a r d , " T h e E a t i n g a n d D a t i n g C o m p l e x , ' As S . Q . o . i o X o 4 o a l R e v i e w , I I ( O c t o b e r , 1 9 3 7 ) , 7 2 7 - 3 4 .

3 0 . West, J . , P l a l n v i l l e , U . S . A . , lew Y o r k , C o l u m b i a U n i v e r s i t y tress, 1245T

3 1 . H 'ood, a i l d r e d K . # U . U S S & & • W a s h i n g t o n , © . C . , A m e r i c a n Home E c o n o m i c s A s s o c i a t i o n , 1 9 4 6 .

CHAPT3B I I

methods « D m o a m m m

In order to test the hypotheses ami achieve the purposes

of this investigation, certain methods and procedurea were

required. the adoption of theae methods aad procedures meces*

eitated three consideration#* first* it me necessary to

determine the instruments that vould most effectively measure

tli# desired factors within the limitation® of public school

aituatioae. lext* It was necessary to determine what pro#®-

dures vould he employed in the collection of the data, lastly»

it was necessary to determine the statistical procedures needed

to test the hypotheses.

instrument Selection

Si® purpose of this study was to pursue the problem of

the inter-relatioaship of seleoted chronological, psychological,

and sociological factors and the dating frequency of selected

single tenth aad twelfth grade white students in fh«

fa©tort chosen for study Included the age, sex, residence, per-

sonality, peer status, socio-economic statu©, and aeatal

ability. la order for these factors to he compared from ©a#

group to another, the psychometric approach was used to get a

numerical approximation for each# If this numerical approxi-

mation was to he usuable, it had to he based on procedures

64

and Instruments that were refined enough to test differences,

if differences existed, from one group to another# It was

necessary to give considerable study to the selection of these

instruments.

A, survey of available Instruments brought several pos-

sibilities under study. One of the more difficult decisions

lay In the selection of some device to aeasure, or to get a

measured approximation of, some of the traits or character-

lstlcs that are commonly referred to as personality. Since this

study concerned Itself with hundreds of tenth and twelfth

grade students, it would be necessary to use an Instrument

that could be readily administered by teachers In different

schools. The policy In regards to what tests would be accept-

able by each school had to be weighed and considered before

a selection was made. Naturally the time element had to be

considered. The total time that would be devoted to testing

was one of the determining factors as to whether or not per-

mission would be granted to conduct the study in a school.

The three instruments examined that would most likely

ae@t the nseds of this study for measuring certain asptct®

of personality were the S.B.A. loath Inventory, the Mooney

Problem Oh©ok List, and the secondary l@v®l of jgh# California

Test of Personality. The later was chose because the in-

vestigator felt that a nor® objective measure might be had

with this test than with either the S.B.A. Youth Inventory

° r M M M . t T P M M S M S &

66

The California fest of Personality was designed to iden-

tify and reveal the status of certain highly important factor®

in personality and social adjustment usually designated as

Intangibles* fhe test is orgaalied around the concept of life

adjustment as a balance between personal and social adjustment,

the feelings of personal security are what the personal adjust-

ment is assumed to be based on# and the social adjustment on

feelings of social security. The half of the test termed Per-

sonal Adjus tea ent contains items in it designed to measure the

evidences of six components of personal security* The other

half of the test, termed Social Adjustment# ©©stains item® in

it designed to measure evidences of six components of social

security (17).

Vemer M. Sims, reviewing the California Seat of Personality,

reports that as personality inventories go, this test would

appear to be among the better ones available. He judges the

test itself as mechanically satisfactory, The tests of in-

ternal consistency Indicate a fair degree of reliability for

the total and the two main parts, personal and social adjust-

ment. This is particularly true for the lower scores. As for

validity, fee is convinced that this test is as valid as most

Instruments that serve as a measure of self-concept in the

vaguely defined area cf so-called adjustment (2).

fh.i C&Iifcmla test of Personality has been used in many

research studies, A publication of the California test Bureau,

67

§mmU 2l Investigations, One, liats

and describes bomb ninety sm©h studies (17)*

fhls particular study considers nil tmlm component® of

the test a# well as the total® for personal ai|tt»t®©at* social

adjustment, and total adjustment, Saeh measure and each total

«»• statistically treated.

The six components included la the personal adjustment

total a re self-reliance* sense of personal worth, sense of

personal freedom, feeling of belonging* withdrawing tendencies,

and nervous symptoms. the six components included In the

•oolal adjustj&ent total are social standards, social skills, '

anti-social temdenc3.es, family relations, school relations,

and oo*»unlty relations. Saeh empmmi is aade up of fifteen

Items making a possible score of ninety each, for personal and

social adjustment and a possible score of 1®0 for the total

adjustment (17)#

The soores m each component and the totals were treated

statistically without use of conversion tables# fo find oat

If a difference existed between the ©cores made by one group

linn compared t© the scores of another group# the t test was

meed on the mean raw scores.

After the selection of the Instrument for personality

measurement* a decision was seeded on the teet to be used for

Measuring mental ability# three factor© were primarily eon-

sliered In this selection. First, the instrument had t© be

one that measured mental ability discriminately. It had to

68

have acceptable validity and reliability. Second, it should

fee fairly easily administered and net rdfulrlng too much. tine.

Third, it should be an instrument that t»« &@©#$>tafele and

usable for the jieheols ia whioh it would be administered* A

fairly short and aeeurate instrument «*• desired* the deeisioa

« Mwowsd to the fi|is flftfifc &E5SE o* e^lfog|iia Short-Fora

ISfil II S U M &&£&&• **• SSMssaM Ihgrt-form £est of

Mental mtnrlt? had reoeatly undergone a revising and up-dating

of iteiae# It nas published by the same ©OJapany a® the person-

ality test already ehosen, the wide aooeptaaee of the California

tests by sehool administrator©, and the overall desirability

©f this test over the Otis ©aueed it to be selected as the la-

struaent to be used to measure aental ability*

m ® Qllifomla Short-fora fest o£ Hiatal Maturity Is a

on.-p.rtod adaptation of the Oa lfg,rnt» Tes£ MonUl

Uk« the Oolj^rnla £«rt of Hantal Maturity. the Short-

proTidoe Information about th» functional sapaoltlea that ara

basic to loamlng, problea-aolTlng, and raapoxidtng to now

situations. The CallforKla fifoort.-yora Test of Hiatal

mtMVto, 18 * revision of the 1221 Edition. fht rate and scope

of mental development are aeasmred In teas of four statist!-

cally derived fa@to«fi Logical Seasoning, numerical Seasoning,

Yerbal Oonoepts, and Femory. within these factors, th® seven

test units are grouped Into t¥o ma3or sections* temguag# and

Non-Language (3).

69

Burt, reviewing the 1957 edition of the test, conclude*

that the variety of content and the high proportion of non-

verbal problems at the upper levels are eowsendabl® feature®#

M® supports the author*1 cl&ln that the test, taken a® a

whole, provides an excellent instrument for assessing general

capacity (2).

In this study, a measure of general mental ability was

desired. She total score, made up of both the language and

non-language totals, was the Measure treated statistically*

After the selection of standardised teste to measure

mental ability and personality, the next consideration was

how to obtain the other measures needed. These other measures

included such item® as age, grade, sex, peer status, socio-

economic status, residence, and dating frequency, fhe age,

grade, and sex could be had fron information on the answer

sheets for the standardized tests* This still left the infor-

mation needed for grouping according to dating frequency and

residence, socio-economic status, and peer status. An infor-

mation sheet would be needed for grouping. The socio-economic

and peer status could be aitasured separately.

In the beginning, a published scale for measuring the

socio-economic status was chosen and then found to be no

longer available. After an investigation of several methods

used in different research projects, the Holllngshead and

Eedlich formula for soio-economic rating was chosen. This

TO

could be Incorporated In the information sheet that was al-

ready necessary for obtaining other lnforaation.

The Hollingshead and Eedlich Scale (Appendix B) provides

for the computation of a socio-economic score based on three

factors. fhese factor® are residence, education, and occu-

pation. lach of these factors Is scaled with a numerical

value and 1© multiplied by a constant for each factor* After

each factor is scaled and weighted by multiplying the constant,

the three factor® are summed. This give® a scclo-eeoaoitic

score for the Individual based on the weighted value of the

three factors* fhe higher the social level of the individual,

the lower the socio-economic score will be for this individual

(8).

In using this socio-economic scale for high school

students, the Information supplied by the student on the

information sheet for his father or step-father was used for

computation. In order to obtain this information as accurately

as possible, the information sheet needed to be as carefully

constructed as possible with clear directions for the teacher

to follow in using it.

fhe lnforaation sheet and directions to acconpany it

were developed through trial use. Several trial forms and

directions were administered to students. Items not used

in this particular study were included in order to allow for

consideration of additional factors after the completion of

this study. When the lnforaation sheet and directions for

71

administering it proved satisfactory 1b these early trial®,

another administration to students m s made by a teacher sot

familiar with the instrument. The recommendations made from

this trial ltd to farther revision and the completion of the

information sheet {Appendix A),

The final for® of the Information sheet would not he

considered a "questionnaire" is the true sense of the word.

It would he more adequately described as an Instrument to he

used in a structured group interview situation in which the

interviewees record their individual responses on the in*

formation sheet* This procedure was possible since each

teacher that administered this instrument was given a complete

set of instructions and administration was standardised. All

directions to the students were given orally and explained,

fhen necessary, each Item on the information sheet was ex-

plained by the teacher.

The structuring of the information sheet was based on

practical use and items were adjusted for clarity and useful-

ness. To facilitate handling, the Instrument was designed to

fit one side of a legal slsse page. When the responses were

completed by the student, it could be folded and this left

none of the completed information open to investigation while

the sheet® were being collected. Additional space was pro-

vlded on the sheet for scoring, grouping, notes, etc.

72

With the selection of the standardised tests of mental

ability and personality, and til® completion of the Infor-

mation sheet, til® re»ainimg measure needed m s one for peer

status. Several different methods arid appraactiee to this

problem were considered. Pliable to find a published Instru-

ment satisfactory for this task, a soolonetric scale was

developed ad M o (Appendix 0).

A system of ranking, with arbitrarily assigned values

to each rank, was decided on for this measure. fhe student

would receive a raw score fro® the ranking by hi® fellow stu-

dents. Shi* raw score would then b© equated for group size

and used as an adjusted score, fhe adjusted scores could he

treated as a measure comparable to adjusted scores from other

group®. Sinoe score® were to be compared from one group to

another, the administration of the scale had to be standard*

Ised.

fhe sooloaetrlc scale was administered only in a class-

room situation, fhe scales were administered in regular subject

jsatter classes or homerooms in all instances. fhe scale was

prepared into a four page printed folder, fhe front page con-

tained directions, fhes® directions were read aloud to the

students by the teaoher administering the scale. fhe teacher

was supplied with prepared instructions on how to administer

the scale prior to administration.

fhe scale consisted of ranking students in three situ-

ations. fhe second page of th© scale posed a situation in

73

which the student was to consider aad ramie all ©"iudeats la

his group or class. The third page of the seale preseated

a situation la «hieh the student was to consider and rank

the studeatB of his sex la M s group, page four provided a

sltuatloa la l&lch the etudeat m s to ooaslder ««# ra&le the

studeats of the opposite sex la his group,

4 11fit of students ia each group nag provided for that

particular group with the scale# fhis WLB doae to save stu«

daat time la completing the seal® aad this kept the studeat

front loofcing around the room to ©oaeider i&st etudeats to

rswlc* fhe studeat wrote the naaes of the members of his group

late the rank he wished to assign for each pertoa la eaoh

Sfc* fit# raa&s the scale prodded la eaoh situation were?

Most Preferred, Preferred, Acceptable, X*8« Preferred# aad

£ea®t Preferred, laoh raak w i defiaed aad explained la the

dlrectioae, fhe students were also las true ted to omit raa&~

lag aayoae that they did aot Know well enough to rank* fhls

had the MM effect as placing this individual la the Accept-

able category#

fhe values assigned to eaoh rank weret Most deferred,

pirns three; Preferred, plus onef Acceptable, zeros M m Pre-

ferred* minus oae; aad Least Preferred, aiaus three* *hl«

numerical approach, ualeaowa to the student, gave eaoh stud eat

am opportunity to assign a value to eaoh member of his group

la two situations, la effect# eaoh studeat had the opportunity

74

to assign a rang® of values from plus six to minus six to the

©embers of M s group. This provided a wide range of scores

for the students ranked ia this study*

Since the size of the group would influence th© raw ©core

a student could receive, a method of equating the raw score

was necessary. The .method decided on was to divide the raw

score for an individual by the number making up the group ia

which he was ranked, then multiplying this by one hundred,

this weighted the individual1# score according to hie group

else and then provided enough range for discrimination of

Moras in the upper and lower levels# fhl® adjusted score was

the one used to consider peer status, The range of Individual

scores lay between minus 432 and plus 385#

Since this system of ranking, with its ooasefu«ntial

scoring „ would be quit® laborious In getting a .raw seore for

ea#h student# some method had to be devised to record scores

for eaeh individual from each meraber of his group# The device

decided on was a large sheet for each group using horlsontal

and vertical ©©lunas* fher# had to be enough, columns» both

horlsontal and vertical, for eaeh student in that particular

group to have his nam® entered across the top and down the

left hand margin* The naaes across the top m m the rater®

and the names down the left hand margin were the recipients.

The spaces produced by the intersection of the horlsontal

and vertical colusms had the scores recorded in it for the

recipient (to the left of the space In that horizontal column)

75

from the rater {abore the space In that wertieal oolttisa)# The

ipae® provided was large enough for- three figures ta fee entered,

flit ©tore for situation 1 was entered in the upper left hawi

corner of the space* fbe score for situation 2 or situation

3 was entered In the lower right hand corner of the space* la

th# neuter of the space, In a larger figure, » » recorded th#

sum of th#»® tiro*

the last vertical oolttim ma»d as a total column#

The ami of each space for a reoipient was totaled fey reading

fro® the name to the right until the total ooluan was reached

m & the total entered there# fhis total raw score waa then

U9@d to eoiapute the adjusted score. By using this tabular

for®, not only nai a total raw score obtained from the »@alts>

bat it could be qulelcly analyzed as to ho* any individual

rated another la either of the appropriate situations.

After the adjusted score was eoapited from the raw soon?#,

this adjusted score was recorded on the tabulation sheet for the

Bocloaetrlc scale# ?h« tabulation sheet was designed v®ry

muoh like the sheet on -which all data was recorded*

On the tabulation sheet for all data# the student© * names

were reoorded down the left hand side and the vertical columns

were titled with the factors that would be recorded la that

ooluan# these factors wsrei school code number* grade, s«xt

age, residence» dating frequency groupsoeio-ecoscal© score»

adjusted sooloaetric score, self-reliance, personal worth,

sens# of personal freedom* feeling of belonging, withdrawing

76

tendencies, a i m u i symptoms, total personal adjustment,

.social standards, social skill* , antl-soclal tendencies, fam-

ily relations, school relations, comoanlty relations, total

social adjustment, total adjustment, California Mental Maturity

score, student attitude toward golag steady, parental atti-

tude toward going steady, father1® level of education, mother's

level of education# and have goat steady* Coding was used is

many of these entries and data was punched m I M card®

directly from this tabulation sheet.

Procedure for Collecting Data

Administrators froa twenty-one school districts tiri

contacted and permission w^s sought to include all whit#

tenth and twelfth grade students from their high schools la

this study# Sixteen of these were visited in person and five

fey sail* Of the sixteen school districts in which the appro-

priate administrator was interviewed and the procedure and

purpose of the study was explained, twelve gave consent for

collecting data in the school system, froa these twelve

school systems la which original consent was obtained, only

nine began the program and from only five was complete data

collected* Of the five contacted hy sail, one Indicated in-

terest and issued an invitation t© visit the school and aaJce

further plane* fhls visit eventually resulted in cooperation

of the school district and the four measures were administered

t© the two high schools in the system. One of these two high

rr

schools was omitted because the ratio of tenth grader* to

twelfth graders was approximately tight to one and a large

muter of the students did not complete The California Test

of. Personality in the time that was allowed.

Partial data were colleoted fro® approximately 2,700

students. Complete data were collected fro® approximately

11400 student®. She data included in this study ea»# from

six high schools.

The student sample was selected on the feasts of the

else of the school district in which the student attended

school* Representation for a particular school was based

on its sise according to the average daily attendance for

t962-63. The overall sample m s based ©a tbe per cent of the

Texas school population found in the different size eohool

district* at reported toy the Texas Education Agtaoj't 1962*63

Biennial Report.

ly selecting the sample ©a this basis, the percentage

population of students according to school district size,

the numbers of urban and rural students would closely ap-

proxinate that for th© state's student population. The sample

was evenly divide# for grade and sex, the six schools from

which the simple was obtained are located in central Bast

Texas and south Central Texas.

Table II presents the converted percentages of students

that reflect the oake-up of the population, according to

school district site for the state of Texas.

?8

fABLS II

pie cm* of smwmt iowmtxoi aocordii* xo SOIOOI. DISTRICT SIZE FOE

TEXAS SCHOOLS 1962-63

its® of Sohool M s t r l o t

More than 10,000 average dally attendance * t ,000 to 9,999 airsrags t a l l y attendant® « . 500 to 999 average dai ly atteadaae© . • . . Less than 500 avtrage t a l l y attendance , »

lottl » • • • * • • • • • • • • » • • • »

#

* #

Ptr o«at of fopilatioa

+5,75 37*00 8.23 9.02

100*00

Tfes saapl® for this study r#flt©t®<t tills ptreffttftg*

population representation accordlag to ®©hool district slat#

Table III shorn the number© used la this sample for each oat®,

gory of school district siae.

ffliBtf TTT

BimiM E1P113E1T4.TI0H AOCOEDIUG TO SIZE OF SCHOOL? GUJD2,

AJTO SSC

Slss of School 1962-63 ADA*

fenth Grade twel f th trad® Slss of School 1962-63 ADA*

Boy® Girls Boys Girls

Kort than 10 ,000 91 91 91 91 1,000 to 9,999 7 4 ?4 ?4 T4 500 to 999 IT 1? IT 1I lees than 500 IS 18 18 18

Total 200 200 200 200

% average dally attendance

79

fh® following mm administered to all nhits students

available in the tenth and twelfth grades @f the selected

school districts*

1 * California Short-fora* Test $£ Mental Maturity,

1963—S( Level 4

2* California j^t <£ i*£M2£*Ute> Secondary l^vel

3« soeioiaetri© soale (Appendix 0)

4» information sheet {Appendix 4)

the testing situation varied according t© group size

frota school to school. In the two smallest school a a test

was administered to an entire grade at one ti»#» la the rest

of the school®, tssts vers administered in a classroom situation

or to a larger group formed for this specific purpose, la

most instances, the regular classroom teachers administered

th# soeiometrio seal© and information sheet# the California

feist o£ Personality was adainisttred by ©omaaelsrs ia all but

one school. In this one school it m s administered by the

hoiaerooa teaoher to hi a homeroom class during homeroom period.

2he California gfeort-torw T.pef of tal Maturity was admin-

istered by osunselsrs in the soliool systssa ©r by a eowmsslor

fro* outside the school.

She so dome trie seal® (item 3» abow, Appendix: 0) was

administered only in a classroom situation, or similar group

size, and data from this ©las®, or gro»p( -®as based only on

the members of that particular class, or group.

80

leoessary information for group lag, use of Soilingahead

and ledlloh's Index of Social Position (Appendix B)» ana

other data not Included la the three other measures (It#©#

1, 2, and 3» above) were obtained froa the student through,

the information sheet (Appendix A}*

After eall00ting data froa the schools included In this

study, It was necessary to eliminate consideration of married

studsnts froa the study. one of the schools included la the

sample, the ••eond largest one, had a ©ehool policy ishleh

allows aarrled students to attend only the first four periods

of the school day* In this school* the a&nlalttratloft of all

tests and instruments was conducted during the homeroom per-

iod# Shis period followed the fourth period. Beoause of this#

all married students were barred from participation In this

stud/. Since one of the larger samples did not ©oataim married

students. It was necessary to eliminate all married students

from other sohools in this study*

Procedure for treating Data

fhe atethod of treating the data for this study was the

analysis of measures obtained by the four instruments, fhe

analysis of variants was used and the resultant f converted

to a £-value for the test of significance, for statistical

purposes each hypothesis was restated in the null hypothesis,

fhe #05 level of sigaifloanoe was arbitrarily selected as

the level to rejeet the null hypothesis In this study. A

81

difference at the ,01 level was oonsldered very slgalfleant*

A eompiiter at .Worth feme State University urns used to pre-

oe®a the data.

following the collection and recording of data, the num-

bers of tenth and twelfth grade boys and girls were equated

to the distribution a® presented la fable II, Sample Bsprs-

seatatloa Aoeordlng to Size of School, §rada» and Seat* by

elimination of the excess* fhe method used In this study

for eliminating the excess to a representative sample was by

a mechanical scheme (t0# pp. 382-83)* In eaeh of the sixteen

categories (see fable III, Sample lepresentatIon according to

31st of Sohool, trade, and Sex) the excess was calculated by

subtracting the needed sample from the aotual saaple* By

dividing the excess into the total sample* the quotient was

need as the gth oard to be eliminated. In order to assure

that the cards for each category were mot In any specific or-

der, the punohed I M oard® for eaoh of the sixteen ©ategories

were shuffled tides, out, and shuffled oaos again before the

nth cards were taken from the appropriate sample. After this

operation* the oards were combined for aaohlne computation

according to the plan for hypothesis testing# Appendix £

gives the formula computations used In this study.

82

CHAPTER BIBLIOGRAPHY"

1. Bonney, Marl S. f and H&*pleaan, Elohard S., Personal-Social Evaluation Techniques. Washington, 'D. C»t

2* Suras, Oscar K,, M l t o r # The fifth Mental Measurements Tear bo ok, Highland ParkT'The Gryphon Press, 1959.

3. Clark, Willis V»t sad Tlegs, S m e a t W*# gxanlncr's B i l B t g a ^ o p ^ a ?S££ of Mental Maturity, Honterey, California, California test Bureaut 1963.

4. D&ger, Edward Zlcca, "Social factors la Personality Change," unpublished doctor's dissertation, Department of Psychology, Ohio Stat® University, Columbus, Ohio. 1956*

5. forlamo, George* and W i g h t stone* <1. Wayne, "Societaetrl© and Self-Description Techniques in Appraisal of Pupil Adjustment," Sooloaetry. XIV (December, 1951), 340-50.

6. Garrett, Henry S«» Elementary Statistics. Hew York, David Mcfcay Company, Ino., 2nd ed., 1962.

7. Good, Carter V., and Soates, Douglas I«, Methods of ff||arch« le w York, Apple toa~Oentury«»Crcf ts," Ino.,

3. Rollingshead, A, 1., and Redllch, Fredrick C., Social ^ll^ess« Mew York# John Wiley &

Inc., !'95S#

Klugmfta, Samuel F«, "Agreement Between two Tests as Pre* diotora of College Success." Personnel and Journal. XXXTI {December, 195tS# 253»58,

10. XoXeaar, Quiaa, p a S M M e New fork, John Wiley and 3ons, Inc., 3rded., 1962.

11. Mouly, George J., and Edgar, Kary, "Soulvalence of I. Q.'i for Four Group Intelligence Tests, # Personnel and Guidance Journal. XXXVI (May, 1958), 62$~?S.

12. JJorwell, Ana, "Peer Status as Selated to Measures of

g S n f ( ^ S e i 9 M . S . £ t e I t i 6 £ l

13. 1'h.Hlips, Beeman !?., and 2eVault, I'. Vere, "Relation of Positive and Negative Sociometric Valuations to Social and Personal Adjustment of School Children," Journal of Applied Psychology. XXXIX (December, 1955), 2.

14. Singer, Arthur, "Certain Aspects of Personality and Their P.elation to Certain Group Modes, and Constancy of Friendship Choices," Journal of Eduoatlonal Hesearch. -'LV (September, 1951}, j53-42. ' " '

1 Skidmore, Hex A., and McBtee, William M., "The Co&parative Use of the California Test of Personality and the Burgesa-Cottell-Tallin Schedule in Predicting Marital Adjustment," Marriage and Family Living. XIII (August, 1031), 121-26.

16. Smith, Louis Mllde, "A Validity Study of Six Personality and Adjustment Tests for Children," unpublished doctor's dissertation, Department of Psychology, University of Minnesota, Duluth, Minnesota, 19:55.

17* Thorpe, Louis P., Clark, Willis W., and Tiegs, Ernest W., manual. California Test of Personality. 1953 Revision, Monterey, California, California TestBureau, 1953.

CHAPTER III

AS Airs IS C.f MIA

The purpose of thie chapter was to analyze the data ©f

tills study. The results of the study are presented In the

following order.* saraple description, hypotheses testing, anal-

ysis of results, and summary.

Sample Jescription

The sample for this study contained eight hundred single

tenth and twelfth grade white high school students. The sam-

ple was evenly divided for grade and sex. The eight hundred

students represented two hundred tenth grade boys, two hundred

tenth grade girls, two hundred twelfth grade boys, and two hun-

dred twelfth grade girls. Itpresentation in the sample was

also proportioned according to the size of the school district

in which the students attended school, based on average dally

attendance for 1962-63. Table II, Sample Representation ac-

cording to Size of School, Grade, and Sex, page 78, gives this

representation.

Six high schools contributed to the sample. The average

dally attendance for a school district determined in which of

the categories its student sample was contained. By selecting

the sample on this basis, the percentage population of students

according to school district size, the numbers of urban and

84

83

rural students would closely approximate that for the states

student population. The six schools Involved in this study

are referred to as A, B» 0, .0, E, and f for descriptive pur-

poses.

Schools A and B supplied the student© In the sample for

school districts with less than five hundred average daily

attendance for 1962-63. These two schools are located in north

last Texas* The school districts lie adjacent to each other.

Students from these two schools were primarily rural. School

A* a district includes an incorporated town of 1950 population.

It is in this town that the school is located. School B is

located som five miles from A and is serviced by th® saae

post office as A. The nearest town to school B, other than A,

is some seven ..lies. The nearest incorporated town to School

A that has sufficient population to be urban is the same town

and 18 twelve miles away*

The average daily attendance for school district A during

1962-63 was 442, School district £ had an average daily atten-

dance of 341 during the 1962-63 school year. Both schools

have segregated facilities for negro elementary students and

both send their negro high school students into other districts,

Schools A, 3, and 0 are la the same county and are located In

the western part of that county, The economy of this area is

primarily based on oil production. Livestock farming, dairy

products, and poultry production also contribute to the economy.

86

School a Is the one school contributing to the sample

for school districts with five hundred to 999 average daily

attendance during 1962-63# School district C*® average daily

attendance was 626, School district 0 lies adjacent to both

school a ' s and E's district. School C has segregated facil-

ities for both elementary and high school negro students, with

twelve grades for each* School C is located in an incorporated

town of 709 population. The students in this school are rural.

The nearest town having enough population to be considered ur-

ban is located twelve miles from school C,

Schools D and E provided the students for the sample

that represented school districts with an average daily atten-

dance during the school year 1962-63 from one thousand to

9.999. School district J's average daily attendance was t »536,

while school S's district had an average daily attendance of

3*358. Schools D and 2 are located in different counties fro®

schools A, £, and c, and are each in a different county. The

county for school D and the county for school S each join the

county that contains schools £, B, and C.

School D is located approximately seven utiles from a city

of over fifty-thousand population. The students in the sample

from school D reflected both urban and rural residence. The

majority of the students came from rural areas but some lived

in or near the city and were classified &e urban residents.

Only a small part of the school district is near or adjacent

37

to the urban area* There is a small coaaunity Tohere the high

school is located but population figures are not given by any

source. The school district covers a wide area that is devoted

mostly to livestock production with some nursery production.

School district D maintains segregated white and negro

schools. Each operates twelve grades.

School S is in an urban setting, being located in a city

of over ten thousand. Most of the students in school £ were

urban residents but a few came troca rural areas. This school

district also operates segregated white and negro schools

through twelve grades.

School E#s area economy is built on oil production and

allied services, varied light manufacturing, gas recycling,

the clothing industry, and livestock fanting. This school

district along with several other public school districts,

which includes schools A, B, and C, form a public Junior col-

lege district for the area. The town and its people are very

active in -any civic areas. It has several organizations and

groups promoting educational, religious, and esthetic values.

School F Is In a part of a city of over 700,000 population

located in central South Texas. This school contributed the

students in the sample for school districts having a 1962-63

average daily attendance of over ten thousand. School district

f*s average daily attendance was 15,367. The school district

is composed primarily of residential areas. There is included

88

ia this area a small negro population and the schools la this

district ar® iategrated, The population is predoaiaaatly

iatia American, whioh is reflected la the sample for tlili

school.

The major sources of income for the resldeats of thla

school district are la the area® of commerce, industry, allied

aad domestic services. Most of the wage earners may be found

ia the laborer, semi-skilled, aad ©killed worker categories.

Many of these are employed by the federal government, aad cea-

tractorss to it, at two nearby major military Installations.

The students fro» school f were, without exception, urban

residents. This school district doe® aot include any of the

upper-iacoae area® of the city; therefore, this sample prob-

ably reflects below the average income for this city.

Hypotheses Testing

Seventeen major hypotheses were tested la this study*

All of the hypotheses had subdivisions. Bach major hypothesis

was restated ia the aull aad each of its subdivisions m s

tested, fables accorapaning the hypotheses give data for ac-

cepting or rejeotiag the aull hypothesis as it pertains to each

subdivision.

(1) there was a© signifioaat difference ia the aeaa age for

A. teath grade boys that go steady when compared to

a, teath grade boys that date regularly

b, teath grade boys that date frequently

89

c« tenth grade boys that seldom or never date

Table IV presents the information relative to the aean

age for each of these dating frequency groups*

TABLE IV

MM A&ii FOR TliHTH GBADE BOTS THAT GO STEADY COMPARED fO TEH Til GRADE BOYS THAT DATS E K U W E I ,

DAft FREQUENTLY, AMD SELDOM 01 SSYSB DATS

£rade, Sex, and N Mean Agef* Sp & Df ir Dating Frequency

tO B GS* 37 196.73 7.11 10 B Mi 23 197.84 9.19 *5005 196 .7 10 fl DF 35 194.08 7.45 1.5491 196 .2 10 B SNO 103 192.92 14.41 1.5320 196 . 2

* An abbreviated entry is made In Tables IV-XOV for grade, sex, dating frequency, etc*; i.e. 10 B GS = Tenth grade JBoys that £ojSteady.

** Mean ages are calculated""ia months from date of birth to January 1, 1964.

An analysis of Table If reveals that there was no signif*

leant difference between the mean ages for these dating fre-

quency groups® The null hypothesis was accepted and the

original hypothesis rejected. A definite pattern la demon-

strated from the data with the mean age increasing from the

least frequent dating group to the most frequent which in-

cludes the group that go steady.

B, tenth grade boys that hav® gone steady wh«n com-

pared to tenth grade boys that have not gon® steady

90

fable V presents the information relative to the raean

age for each of these two past dating practice groups.

TABLE ¥

1SAI AGE j?OK TENTH GRADE BOYS THAT HAVE GGHE STEADY COfcPABKD TO fEUTH

GKADE BOYS TEAT HAfl 10f. GQIE SfMDI

Grade* Sex, and fast Dating Practice

I Mean Age gD i DF P

10 B HGS 10 B HIISS

129 71

195.50 192.55

11.13 12.82 .6136 198 .6

An analysis of Table V reveals that there was bo signif-

icant difference between the mean ages for tenth grade boys

that have gone steady when oompared to tenth grade boys that

have not gone steady. The sean age was greater for those that

had gone steady but not significantly greater. The null hy-

pothesis was accepted for these two groups and the original

hypothesis rejected.

C. tenth grade girls that go steady when compared to

a. tenth grade girls that date regularly

b. tenth grade girls that date frequently

e. tenth grade girls that seldom or never date

Table VI presents the Information relative to the mean

age for each of thee® dating frequency groups.

*?ABLE' VI

S&Of FOB T£82B GrBAUE GlltliS SEAT GO STEADY COKPA&Ei/ fO TENTH GRADS CIRJvS THAT DATS ESCULAELY, M S B fEBQUBlfLX,

AND SSLDOM OS MSYEE DATS

Grade» Sex, and a Mean Age sD i DP p Sating Frequency

10 Q GS 40 195.50 3.59 tO Q i)B 37 193.29 7.56 1.2182 196 . 3 10 G DF 32 1t. 1 2 7.77 2.2859 196 .05 10 G SNB 83 192,78 9.19 1.6550 196 .1

in analysis of fable fl reveals that the only signif-

icant difference in raeaa ages was between the tenth grade

girls that go steady compared to thooe that date frequently.

The null hypothesis was rejected between these two groups and

the original hypothesis accepted. For the difference between

tenth grade girls that go steady compared to those that date

regularly and seldom or never dato» the null hypothesis was

accepted and the original hypothesis rejected.

The mean age for tenth grade girls that go steady WE

greater than that for those that date regularly, date fre-

quently, and seldom or never date. The indication is that

tenth grade girls that go steady tend to be older than those

in the other categories.

D, tenth grade girls that have gone steady vhen compared


fable VII presents the information relative to the mean

ag® for eaoh of these two past dating practice groups.

ao

XABL2 VIX

MB AH 1GB f OH tMSTTI GR ADS GXSLS THAT HAV: a o n s t e a d y c o e p a i e b t o t j s s t b GBA9B GIHL8 THAT !IA?E HOT

GONE STEADY

Grade, Sex, and .Fast Dating Practlot

ttW&r*"****!*- v »#s

I Mean Age % Jt DF P

10 6 HGS 10 G ilMS

130 70

!93.62 192,61

8.64 8,68 .7761 198 * 2

An analysis of fable ¥11 reveals that the mean age for

tenth grade girls that have gone steady was greater than the

aean age for tenth grade girls that have not gone staady.

The level of significance was not high enough to rejact the

null hypothesis so it was accepted and the original hypothesis

rejected#

3. tenth grade hoys that

a. go steady when compared to tenth grade girl©

that go steady

b. date regularly when compared to tenth grade girls

that date regularly

o» date frequently when compared to tenth grade


d, seldom or never date when compared to tenth grade

girls that seldom or never date

e. that have gone steady when ooapared to tenth


93

f. that have not gone steady when compared to tenth

grade girls that have not gout steady

fable fill presents the information relative to the mean

age for each of these dating frequency and past practice groups,

TABLE VIII

M S M M S FOR fiUSfB GRAJJB B0f:5 OOfafARSB TO TESTH GBADB GIRLS ifgEl BOTH GO SfSADt, DATS REGULARLY, DATE

fSSQWSMfLI> SELDOM OR HKVSR BATE, HAVE & 0 M STEADY, A M HAVE NOT GONE

STSADY

Grade, Sex, and Dating frequency or Past Dating Practice

» Mean Age SB t I)f p

10 B Q6 37 1 >J6.7o 7.11 10 G GS 48 195.50 8.59 .7260 83 .5 10 B 331 25 197.84 9.19 10 G DB 37 193*29 7.56 2.0889 60 .05 10 B J3f 35 194.08 7.45 10 G Of 32 191.12 7.77 1 * 5663 65 .2 10 B SIB 103 192.92 14.40 10 G SID 83 192.78 9.19 .0759 184 >.9 10 B HGS 129 195.50 11.13 10 G HGSi 130 193.62 8.64 1.3199 257 * 2 10 B HttGS 71 192.55 12.82 10 G I M S 70 192.61 8.68 - .0349 I 3 ! >.9

MM**'

in analysis of Table VIII reveals that the difference in

the mean age between tenth grade boys and girls -when both date

regularly was significant. The mean age for boys was greater

than that for girls. The null hypothesis was rejected and

the original hypothesis accepted. The null hypothesis was

accepted for the differences in mean, age between tenth grade

S-4

boys and girl® itien both go steady, date frequently, seldom

or never date, have gone steady, and have not gone steady,

if. twelfth grade boys that go steady vh&n compared to


a* date regularly

b. date frequently


fable IX preseats the information relative to the mean

age for each of these dating frequency groups.

TABLE II

MEAN Am FOE TWELFTH SHADE BOTS THAT G-0 STEADY OOMfAtS© TO TWBUPTH GRADB BOTS THAT DATE RBCHJLABLY,

BATE FREQUENTLT, AID SELDOM 01 ilflt DATS

Grade, Sex, and N Mean Age % 1 Df P Da t ing f r e q u e n c y

Mean Age %

12 B GS 72 2 1 6 . 6 7 " "STilT 12 B SB 43 2 1 8 . 6 9 7.99 * 1 . 2 9 1 3 196 . 2 12 B DP 34 216 .38 7 . 3 3 .1714 196 . 9 12 B SUB 51 2 1 3 . 9 2 1 3 . 2 2 1 .1197 196 . 3

An analysis of fable IX reveal® that a significant differ-

ence use not found between these dating frequency groups. The

null hypothesis w&« accepted and the original hypothesis was

rejected# A pattern of increase in mean age with increase in

dating frequency was indicated by the data in Table IX*

S. twelfth grade boys that have gone steady when compared

to twelfth grade boys that have not gone steady

95

fable £ presents the information relative to the mean

age for these two past dating practice groups#

TABLE X

M M ! AGE FOR I SLfTH S M B ! BOfS THAT HATE SOiS STEAM COHPABED TO TSTKLPTH

GBADI BGXS THAT HATS MOT iOlS STEADY

Grade, Sex, and Past Bating Practice

I Mean Age % t l)F P

12 B HQS 12 B H1GS

1 1

1 cy

1 •

216.23 216.63

12.84 S. 21 -.2306 198 * 9

An analysis of Table X reveals that a significant dif-

ference does not exist. The null hypothesis was accepted for

the difference in the mean age between twelfth grade boy® that

have gone steady when compared to twelfth grade boys that have

not gone steady. The original hypothesis was rejected.

Data in Table X leads to the conclusion that there was

very little difference between the mean age of twelfth grade

boye that have gone steady compared to those that have not

gone steady. This contrasted with the finding that tenth grade

boys that have gone steady had a mean age of approximately

three aonths greater than those that have not gone steady.

11. twelfth grade girls that go steady when compared to


a. date regularly

96

b. date frequently


fable XI presents the Information relative to the mean

age for each of these dating frequency groups..

TABUS XI

IUSAB M B ?OS S M M GSADIS AX&S TEAT GO STEADY COVMR&D TO TWELFTH GEA&S GIRLS THAT

DATE KBGUUBXT, DATE FJRIQOEIfLIt AMI) SELDOM OB SEVER MtM

Grade, Sex, and Bating frequency

i leas Age i M P

12 0 08 78 213.04 7.39 T2 G M 39 814.00 5.63 *7633 196 *5 12 G DP 26 216,04 9.73 «*. 3^40 196 . 7 12 G SIB 57 215,79 9.67 -.5074 196 .7

M analysis of fable XI reveals that a significant differ-

ence did not exist between the mean age for twelfth grade girls

that go steady when compared to the aean age for twelfth grade

girl# that date regularly, date frequently, and seldom or

never date. The null hypothesis was accepted for the differ-

ences in <aean age. The original hypothesis TO© rejected#

I, twelfth grade girls that have gone steady when com-


steady

Table XII present® the information relative to the mean

age for the®# two past dating practice groups.

97

TABJ.-' .XXI

AG® FOB TWELFTH GEADB GIRLS THAT HAVE STEADY C0MPARJ2JD TO TWELFTH

GRADE GIRLS THAT HAVE NOT GOIS rfflABT

Grade, Sex, and Past Bating Practice

1 iiean Age SD & DF P

12 Q HAS 12 G HUGS

141 59

215.57 214,24

7.7077 9-1511 1,0515 198 »3

An analysis of Table XII reveals that a significant dif-

ference did not exist between the mean age for twelfth grade

girls that have gone steady when compared to twelfth grade

girls that have not gone steady* The null hypothesis was ac-

cepted and the original hypothesis rejeoted.

J. twelfth grade boys that

a. go steady when compared to twelfth grade girls

that go steady

b. date regularly when compared to twelfth grade


c. date frequently whan compared to twelfth grade


d« seldom or never date Trfhen compared to twelfth

grade girls that seldom or never date

0. have gone steady when compared to twelfth grade

girls that have gone steady

98

f, have not gone steady when compared to twelfth

grade girls that have not gone steady

fable XIII presents the information relative to the mean

age for each of these dating frequency and past dating prac-

tice groups#

TABLE 1111

JiSAJf AGs FOR TWELFTH GRASS BOTS COMPARED TO TWELFTH GRADE GIRLS WES! BOTH GO STEAD?, DATE RJ8GTILARLT, DATS

FHEQUSNTLI, SELDOM OS IE¥$1 DATE, HAVE @01® STEADY, AID HATS HOT GONE STEADY

Grade, Sex, and Dating Frequency or Past Dating Practice

S Mean Age SD t DF F

12 B QS 72 216*67 6# 15 12 G GS 73 215.04 7.39 1.2748 148 • 3 12 B BR 47 21 a, 69 7.99

1.2748 • 3

12 G m 39 214.00 3.63 3.007? 80 .01 12 B DP 34 216.38 7.33

3.007?

t2 G m 26 216,04 9.73 .1535 38 *9 12 0 S»D 51 213.92 18.22 12 G BID 57 215,79 9.67 - .6686 106 ,6 12 0 HGS 137 216* 23 12.33 12 6 HGS 141 215.57 7.71 1.7981 276 .1 12 B HHGS 63 216.63 8,21

1.7981 276 .1

12 Q IIGS 59 214# 24 9.13 1.5123 120 *2

An analysis of Table XIII reveals that a significant

difference existed in the aean age for twelfth grade boys

that date regularly when compared to twelfth grade girls that

date regularly. The boys were older than the girls. The null

hypothesis was rejected and the original hypothesis was ac-

cepted for the difference in mean age for these two groups*

39

The null hypothesis w s accepted for the difference In

the mean age for twelfth grade boys that: go steady compared

to twelfth grade girls that go steady; date frequently com-

pared to tvelfth grade girls that date frequently; seldoa or

never date compared to twelfth grade girls that seldom or

never date; have gone steady compared to tvelfth grade girls

that have gone steady; and have not gone steady compared to

twelfth grade girls that have not gone steady. The original

hypothesis was rejected for the difference in aean age between

these saai© groups.

Since the mean age for twelfth grade boys in five of the

groups in Table XIII was greater than that for the girls, it

mmj be that the mean age for boys in this twelfth grade s&a-

pie was greater than the mean age for the twelfth grade girls.

A. urban tenth grade boys that

a. go steady when compared to rural tenth grade boys

that go steady

fe« date regularly when compared to rural tenth grade

boys that date regularly

c. date frequently when compared to rural tenth

grade boys that date frequently


tenth grade boys that seldom or never date

e* have gone steady when compared to rural tenth


too

t. have not gone stead/ when compared to rural

tenth grade boys that have not gone steady

Table XIV presents the information relative to the ajean

age for these dating frequency and past dating practice groups

according to residence*

TABLE XIV

m m AOS FOR URBAN TBJITH GRAD1 BOTS OGJffARSB TO BUBJLL TiSKTH GRADB BOTS WHEN BOTH 00 STEADY, DATS RSGOLABLY, DATS

fRSQUEHTLY, SELDOM OR SEVER DATS, HAVE G O B oTBADY, All) EAVB SOT GONE STBADY

.Residences Grade, Sex, and Dating Frequency or Past Dating fraotioe

I Mean Age % DF £

0 10 b as 23 196.52 3.63 1 10 1 S3 14 193.93 8.28 1.9507 35 .1 U to B BE 19 199.00 9*63 fi 10 B OB 6 194.17 6.39 1.1049 23 .3 U 10 B DF 22 196,09 7.90 li 10 B Df 13 190.69 5.07 2.1447 33 .05 D 10 B SID 67 193.96 17.15 I 10 B 3ND 36 191.00 6.40 .9876 101 .4 U 10 B HGo 88 197.02 12.18 K 10 B Has 41 192.24 7.46 2.2999 127 .05 D 10 B HISS 43 193.33 13.97 B 10 B HNGS 28 191.18 5.51 .6772 68 • 6

An analysis of Table XIV reveals that a significant dif-

ference was found in the mmtk age for urban tenth grade boye

that date frequently compared to rural tenth grade boys that

date frequently and urban tenth grade boys that have gone

steady compared to rural tenth grade boys that have gone steady,

in each case, the urban group had a greater mean age. The null

101

hypothesis was rejected tor th@ differences in mean age be-

tween these groups# Th® original hypothesis was accepted,

The null hypothesis was accepted, and the original hy-

pothesis «as rejected, for th© difference in wean age of urban

and rural boys when both go steady, date regularly, seldom or

never date, and have not gone steady, The data In Table XXV

suggests that the mean age for urban tenth grade boys vac

greater than the ®ean age for rural tenth grade boys In this

saiaple. In each of the six categories the mean age for urban

tenth grade boys was greater than that for rural tenth grade

boys*

L* urban tenth grade girls that

a. go steady when compared to rural tenth grade girls

that go steady

b. date regularly when compared to rural tenth grade


c. date frequently when compared to rural tenth

grade girls that date frequently

d. seldom or never date when compared to rural tenth

grade girls that seldom or never date

e. have gone steady when oompared to rural tenth


f. have not gone steady when compared to rural tenth

grade girls that have not gone steady

Table XV presents the information relative to the mean

102

age for these dating frequency and past dating practice group®

according to residence.

TABLS Xf

At^M AGE FOR 0RBA1I fSlTM GRIDS GIRLS COMPARED TO RURAL fllfl GRIDS GIHLS M M BOTH GO STEADY, DATS REGULARLY, DATS

PKSQUSHtLT, SELDOM OB SBVSt DATS, MAVIS GOSE STBADY, AND HAVE HOT S O U STSADI

Essidenee, Grade, 1 Mean Age % t Bf P Sex, and Dating

Mean Age % Frequency or Past Dating Practice

U tO G G8 34 197.73 8.16 s 10 6 m 14 190.07 7 .09 3.0047 46 .01 u 10 a m 22 193.36 8.38 8 10 S BE 15 189.53 3.81 2.6642 35 .01 0 10 G Df 18 192.94 9. S>2 S 10 G Vf 14 188.78 3.44 1.5069 30 . 2 u i o g mm 63 193.96 9.77 B 10 G 3»D 20 189.05 5.65 2.1141 81 .05 U 10 3 HQS 91 195*14 9.36 R 10 G HGS 39 190.05 5.17 3.1713 128 .01 U 10 G H8G3 46 194.93 9.21 B 10 S KNGS 24 188.17 3.29 3.2357 68 .01

An analysis of Table XV reveals that there vaa a signif-

icant difference in the mean age of urban tenth grade girls

compared to rural tenth grade girls in all except one of the

dating frequency groups. In all categories, the urban tenth

grade girls had a greater mean age than the rural tenth grade

girls.

The null hypothesis was rejected, and the original hy-

pothesis accepted, in all tests except urban tenth grade girls

that date frequently compared to rural tenth grade girls that

103

date frequently. The null hypothesis was accepted and the

original hypothesis rejeoted between urban and rural tenth

grade girls that date frequently.

fable If reveals that the urban tenth grade saaple of

girls had a greater mean age than the rural tenth grade girla.

Since both categories of past dating practice group® reflected

a significantly greater mean age for urban over rural tenth

grade girl®, it can be assumed that the mean age of the urban

sample was significantly greater than the siean age for the

rural sa&ple,

1, urban twelfth grade boys that

a. go steady when compared to rural twelfth grade

boys that go steady

b. date regularly when compared to rural twelfth

grade boys that date regularly

c» date frequently when compared to rural twelfth

grade boys that date frequently


twelfth grade boy® that seldom or never date

e. have gone steady when compared to rural twelfth


f• have not gone steady when compared to rural

twelfth grade boys that have not gone steady

Table XVI presents the information relative to the mean

age of urban and rural twelfth grade boys for these dating

104

frequency and past dating practice groups according to resi-

dence .

TABLE XVI

SV.YAI AGE FOB IBB AM TWEXtffH GRADE BOTS 00HPAEBD TO SURAL TWELFTH GRADE BOTS fill BOTH GO STEAD!, DATE

REGULARLY, DATS FREQUENTLY, SBLDOX*. OR H1TBH DATE, HAVE GONE STEADY, AID HATS NOT G01E STEADY

Residence, Grade» Sex, and Dating Frequency or Past Dating Practice

a !:.@an Age sp t DF P

0 12 B QS 46 217.19 9.22 R 12 B GS 26 215.73 5.65 .7253 70 »S U 12 B DR 29 219.17 8.67

.5493 41 R 12 B DR 14 217.71 6,23 .5493 41 .6 U 12 B Cf 23 217.96 7.89

1.8473 E 12 B DP 11 213.09 4.48 1.8473 32 .1 0 12 B 3I'D 34 212.29 20.75

49 .4 E 12 B SID 1? 217.17 10.88 — « 8912 49 .4 U 12 B HGS 92 216.31 14.73 & 12 B HQS 45 216.04 7.62 • 1151 135 \ 9 u 12 b mm 40 216.92 8.77

. 3642 61 .8 R 12 B HKGS 23 216.13 7.09 . 3642 61 .8

An analysis of Table XVI reveals that a significant dlf.

ference In mean ag® did not exist between dating frequency

and past practice groups for urban and rural twelfth, grade

boy®. The null hypothesis was accepted and the original hy-

pothesis rejected#

I. urban twelfth grade girl® that

a, go steady when compared to rural twelfth grade

girls that go steady

b. date regularly when compared to rural twelfth

! 05

grade girls that date regularly

o, date frequently when ooatpared to rural twelfth

grade girls that date frequently


twelfth grade girls that seldom or never date

e« have gone steady when compared to rural twelfth

grade girl® that have goat steady

f. have not gone steady when compared to rural

twelfth grade girls that have not gone steady

Table Mil presents the information relative to the mean

age for these dating frequency and past dating practice group®

according to residence.

TABLE XVII

MMAM AGS FOR URBAN TWELFTH GRADE GIRLS OOHPARED TO RURAL TWELFTH GRADE GIRLS WHB! BOTH GO STEADY, DATE

REGULARLY f DATE FREQUENTLY, SELDOM OR SEVER DATE, HAVE GONE STEADY, AID

HAVE NOT GOBI STEADY

Residence,, Grade, Bex, and Dating Frequency or Past Dating Practice

H Mean Age Sfi t ' •«*

m P

0 12 & as 56 215.77 7.81 i 12 @ as 22 213.18 5.81 1.3899 76 • 2 U 12 & DM 20 213.60 6.21

76

R 12 G OS 19 214,42 4.96 *» • 4431 37 .7 U 12 S J3I 20 217.15 10.57 R 12 a m 6 212.33 4.42 1.0453 24 .3 U 12 S SID 42 216,24 10.65

1.0453

£ 12 G SID 15 214.53 5.98 .5773 55 .6 U 12 G HGS 99 216.21 8.37

.5773 55

1 12 G HGS 42 214.07 5*59 1.5097 139 .2 v 12 s mm 39 214.74 10.54 K 12 G 11GS 20 213.25 5.37 .5850 57 .6

106

An analysis of Table XVIX reveals that no significant

difference la the mean age existed between rural and urban

twelfth grade girls when grouped according to dating frtquenoy

sad past dating practice* The null hypothesis was accepted

and the original hypothesis rejected*

Data la Tables XVI and XVII suggest that this sample had

a greater mean age for urban twelfth grade student® than for

rural twelfth grade students, tfhere the sample la divided ac-

cording to past dating practice, for each sex, the urban sam-

ple for boys and for girls had a greater mean age than did

the rural Baapie for boys and for girls. The indication is

that the urban population was older than the rural population

la this particular sample. This difference could be accounted

for by several practices within the individual schools whioh

mage up the total sample ana by other factors that are not

taken Into consideration in this study.

(2) There was no significant difference in the percentages

of

A. tenth grade girls than tenth grade boys that

a, go steady

b, date regularly

c. date frequently

d. have gom steady

B. tenth grade boys than tenth grade girls that

a. seldom or never date

b. have not gone steady

10?

fable XfIII presents the Information relative to the

percentages of tenth grade boys compared to tenth grade girls

that have these dating frequencies or past dating practices.

TABLE XVIII

PEE OEMS OF TiSBTM GEABS BOYS 00MPAK2D TO fSl'IIi GRABE GIRLS mm BOTH SO STEADY, DATE R3GULARLT, BATS FRSQ02NTLY,

01 JSEVER BATE» HAVE GONE STSADT, AMW HAVE HO? GONE STKA.DT

Grade, Sex, and Dating frequency or Past Dating Practice

B Per Cent t V

10 Bfi8 37 1 •:>* 'S-j 10 G GS 48 24.00 ~1.3444 • 2 10 E DiY 23 12.50 10 G BE 37 18.50 -1.6378 »1 10 B DP 35 17.50 10 G DF 32 16.00 .4016 .7 10 B SIJ) 103 51.30 10 6 SID 83 41.50 2.0049 .05 10 B HSS 129 64.30

2.0049 .05

10 G HGS 130 65.00

VO 0 •

1 >.9 10 B HNGS 71 33.30

>.9

10 G HHGS 70 33.00 .1046 \ 9

la analysis of fable XVIII reveals that a significant

difference existed between the percentage of tenth grade boys

that seldom or never date compared to tenth grade girls that

seldosa or never date. There was a larger percentage of boys

not dating. The null hypothesis was rejected, and the origi-

nal hypothesis accepted, for the difference between this group

of boys and girls. In each of the other groups the null

pothesis was accepted and the original hypothesis rejected.

108

ct twelfth grade girls than twelfth grade boys that

at go steady

b. date regularly

c* date frequently

d, have gone steady

J>« twelfth grade boys than twelfth grade girls that

a, seldom or never date

b. have mot gone steady

fable ill presents the Information relative to the per-

centage® of twelfth grade hoys compared to twelfth grade girls


fABL1 XIX

tit oi»s of tmwm giade bois oommm fo mtFfii grabs GIEX.S ISM BOfH SO SflAPY, DATS HBCTOLAEI.T, BAfB f l B Q U U m , SELDOM 01 MSYSB Mfl, HA¥S S O W

SflADY, Am MAfE HOT ©Oil STSADY

Grade, Sex, and Dating Frequency or 3a»i Dating Praettoe

S Per Cent 1 P

IS B GS ?2 36,00 12 G GS 78 39*00 * ,6196 • 6 12 1 M 43 21,50 12 S BR 39 19.50 .4954 .7 12 B Df 34 1?»00 ta a or 20 13.00 1,1202 «3 12 b S®B 51 25*50 12 a S»D 5? 28,50 - *6757 *5 12 B HGS 13? 68,50 12 G HO3 141 70.50 » ,4343 »7 12 1 BIGS 63 3U50 12 a BUGS 39 29*50 ,4343 .7

109

An analysis of Sable XIX reveals that a significant dlf»

ferenee did not exist In the percentage of twelfth grade boys

compared t© twelfth grade girls nhen both go steady* date reg-

ularly t date frequently, seldom or never date , have gome

steady, and lave net gone steady* fhe null hypothesis was

accepted and the original hypothesis rejected.

A larger percentage of twelfth grade girls than hoys go

steady and-have gone steady* the girls alto reported a larger

percentage that seldom or merer date compared to the hoys,

fhe twelfth grade hoys reported a larger percentage that date

regularly and frequently when compared to the girls# lo

definite pattern was indicated fey the data*

K* urban tenth grade hoys than rural tenth grade hoys

that

a, go steady

h« date regularly

o* date frequently

d. haire gone steady

f# rural tenth grade boys than urban tenth grade boy®

that


h* have mot gone steady

table XI presents the Information relative to the per*

centages of urban tenth grade boys coapared to rural tenth grade

boys that have these dating frequencies or past dating praotloes#'

110

TABLE IX

PBS Offif Of 0BBA5 fMTI GRADE SOTS COMPARED TO S01AL fllfl GHADS BOYS W1SM BOTH @0 ST1ABT, DATS BB0ULA1LI, MfS

f l W W T M , SBLDOM OE llfll BATI» IA?I 0011 STEADY* AID EATS I Of SOU STEAD!

Residence, Grade, S«x# and Dating Frequency or Passt Dating Practice

i Par Cent 1 f

U 10 B GS 23 17.55 e to b as 14 20.28 - .4731 .7 U 10 B B1 19 14,50 S tO B BE 6 8.69 U1806 .3 U 10 B 5? 22 16*79 8 10 B fll 13 18.84 ** • 3621 .8 U 10 B Si B 67 5U14 & tO B 819 13 52.17 - .1383 .9 1 10 1 Its 88 67.17 i to i Has 41 59.42 -1.0895 .3 0 10 i mm 43 32.82 i to i mm 28 40.57 1.0895 .3

Ail analysis of fable XX reveals that a significant dif-

fer eace was sot found for the pcroratagee of mrfeam and rural

t«nth grade boy® la dating frequency and past dating praotloa,

ffe* null hypoth«»ls m ® accepted ami tha original hypothesis '

rajaettd.

G-. urban tenth grade girl® than rural troth grad® glrle

that

a. go steady

to* data regularly

e. date frequently

d. hava gone steady

111

H* rural tenth grade girls than urban tenth grade girls

that

a» eeldoa or never date


fable H I presents the information relative to the per-

centages of urbea tenth grade girl® compared to rural tenth

grade girl® that have these dating frequencies or past dating

practices.

TABLE XXI

JIB O K Of TOBAI f m m GRADE SIELS COMPARED fO EU14L fBIft SHADE S1U.S W W 80*H SO StEADT, DAT* HKJ0L4BLY, Mfl

SHOOK 01 V3VXB DAfB» HATS SOBS STEAM, 4MB BATS I0f §011 8T1ABT

Residence, Grade, 3ex> and Bating frequency or Bast Bating fraotiee

N Per Oemt £ V

n to G 43 34 24.81 s 10 g as 14 22.22 #3991 .7 U 10 d DR 22 16.05 B 10 a j)s 15 23# 80 -1.3113 ,2 1 10 a HP 18 13.13 1 10 s w 14 22.22 -1.6276 .2 9 10 a SXD 63 45.98 1 10 S SS2 20 3U?4 1.8984 * 1 U 10 & m s 91 66.42 1 10 G BBS 39 61 #90 .6223 .6 U 10 0 HUGS 46 33.57 i io q was 24 38.09 - .6223 #6

to aaalyais of fable XXX reveal® ao significant differ-

ence® so the null hypothesis m e acoepted and the original

hypothesis revested#

112

I. urban twelfth grade boy® than rural twelfth grade

boys that

a* go steady

b» date regularly

c. date frequently

d. hare gone steady

j. rural twelfth grade boys than urban twelfth grade

b©ye that

a. go steady

b« date regularly

o. date frequently

d. have gome steady

fable XXXI pretests the infermatlon relative to the per-

centages of urban twelfth grade boys compared to rural twelfth

grade boys that have these dating frequencies or p»®t dating

praetlots.

tABLS XXII

PER CEHT OF tJRBAH TWELFTH SEJJD1 BOTS QOHPARXD TO OTIAIi TWELFTH SBADS BOYS WW BOTE GO ST1&BT, MTE

EKGULAELr, BATS PIUSQBEITLI, S1»0M OK HIV1B BITS» HAVE 0OS1 STIAST* AID

HAVE HOT fCOfl 8TB&DT

Eeeldenee, Grade, Sex* and Dating frequency or Pa®t Dating Xrtotlee

1 Per Cent J. P

i~ts B Si 46 34,84 1 12 B as 26 38.23 • ,4756 .7 5 12 B 2E 29 21.96 E 12 B BB 14 20.58 .0252 .9

t m m XXII "Continued"

113

Residence, Grade, Sex* and Dating fretuesoy or Mnt Bating Praotlee

» fer Cent Jjj P

U 12 B DP 23 17*42 .2252 i 12 B m 11 16.t? .2252 • 9

U 12 B SNJi 34 23*75 - .1164 >.9 1 12 B SIB 1? 25.00 - .1164 >.9

U 12 B BOS 92 69.69 .§07? & 12 B Has 45 66 • 17 .§07? .7

U 12 1 HUGS 40 30.30 - .5077 B 12 B HI08 23 33*&2 - .5077 «7

An analysis of fable XXXI reveals that there was no Big-

Blfioaat difference la the percentages of mrfcan and rural

twelfth grade boys that g© steady, date regularly* date fre-

quently » seldom or merer date* haft gone steady, and haft not

gone eteaiy. The Bull hypothesis was accepted and the origi-

nal hypothesis rejected*

1, urban twelfth grade girl® than rural twelfth grade

girl® that

a* go steady

b, date regularly

o, date frequently

d. have gone steady

L. rural twelfth grade girls than whan twelfth grade

girls that

a* eeldoffi or- never date

h# have not gone steady

114

Table XXIII presents the Information relative to the per-

centage® of urban twelfth graft# girls compared to rural twelfth,

grade girls that have these dating frequencies or past dating

practice®.

TABLE XXIII

im oBit OF muM vmwm OBA&S OIHLS COIMHB to BBHAL JHKUMfH 01ABS 0I1LS KHXH BOfl SO 8T1ABT, M f S

BBQULARLY, Mfl flSQlllfLT* SSLBGtl 01 IIV1H BAfS, HAVE §081 SFLADT,

AHB HA?S 10$ dOlE STEADY

Residence, Grade, 3ext and Bating Frequency or fast Bating Practice

I Per Cent i P

u 12 a a s 56 40 .57 S 12 a 08 22 35.48 .6833 .5 V 12 & 331 20 14*49 R 12 G DR 19 30.64 "•2.6665 .91 U 12 a DI 20 14,49 R 12 Q Dt 6 9 . 6 7 .9365 .4 9 1 2 G SIB 42 30 .43 H 12 G SKi) 15 24.19 .9043 .4 1) 12 G a s s 99 7 U 7 3 1 12 § M S 42 67 .74 .5732 . 6 9 12 6 M®S 39 28.26 E 12 G aids 20 32.25 - .5732 .6

An analysis of table XXIII reveal® mat there was a sig-

nificant difference between urban and rural twelfth grada

glrla that data regularly. A larger percentage of the rural

saatple dated regularly. The null hypothe®i® m a rejected and

the original hypothesis m e rejected In regard® t© urban and

rural twelfth grade girls that date regularly, for the dif-

113

ferenee in percentages for urban mad rural twelfth, grade girls

la the other groups, the null hypothesis was aeoepted and tit#

original hypothesis rejected*

Bata in Table XXII Indicates that a larger percentage of

the urban sample go steady, date frequently, seldom or never

date, and have gone steady. The rural sample contains a lar-

ger percentage that haw not gone steady as well a® the signi-

ficant difference in percentage that date regularly, in ex-

planation, for which there Is lnsufflolent data in this sample*

Bight be that a part of the urban twelfth grade girl® that

date often enough to qualify fur date regularly go steady#

If they I® not go steady, they may not have an opportunity

to date often enough to qualify for date regularly#

H# twelfth grade boys than tenth grade boys that

a. go steady

b. date regularly

e. date frequently

d. have gone steady

I* tenth grade bays than twelfth grade boys that

a, seldom or never date


fable IXIf presents the Information relative to the per-

centages of twelfth grade boys compared to tenth grade boys


116

TABLE Mlf

fXR QWt OF fWILffH GBADB BOTS C0MPAH1D f0 fSHTH CIMB® BOXS BOtH SO StXtttt Mfl BIG0LARLT, M S FlIQUSHfLI 8£U»0H OS HJSVSB PATE, HA VI @081 STEADY, ASD

HAfl SQf <1011 SSBAftr

Grade, Sex, and 9 far Oent i ? Bating Frequency i or fast Batlag fraetlee

!2 I 61 72 36.00 to 1 OS 37 18.50 3.9304 .001 12 B Bl 43 21,50

3.9304 .001 10 B BX 25 12,50 2.3959 .02 12 B If 34 17.00

2.3959 .02 to i i f 35 17.50 - .1323 *9 12 1 SID 51 25.50

- .1323 *9 10 S S$D 103 51.50 •5.3432 ,001 12 1 HGS 137 68.50

•5.3432 ,001 to i a&s 129 64.50 .8474 .4 12 B HSGS 63 31.50

.8474 .4 10 B MHOS 71 35.50 «. ,8474

la analysis of fable XXIV r#v«als that significant 41f-

furt&ea® existed b«twe$& twelfth and tenth grade boys* The

aall hypothesis was rejected, ant the original hypothesis ac-

cepted, for the differences la percentage of twelfth grade boy®

eoapftred to tenth, grade boys when both go steady, date rtgul-

arly, and seldoit or a«wr date. for the difference® la date

frequently, hair® gone steady* aad have not gone steady, the

Bull hypothesis wa@ accepted and the original hypothesis use

rejected.

0. twelfth grade girls than tenth grade girls that

• a. go steady

t>» date regularly

11?

e, date frequently

d. have goat steady

P. tenth grade girls than twelfth grade girl® that


fe, have not gone steady

fable XX? presents the information relative to the per-

oentages of twelfth grade girls compared to tenth grade girls

that have these dating frequencies ©r fast dating practices#

TAILS XXV

fit OWf Of fWBIiFTH GMB1 SI ELS C0MPA1ED fO f»fl QRAM aims wms aotB ©0 SSMDX, MTS BBQULABLT, M «

PHBQU2OTLT, SELDOM OE I1VEE M B , MAfM 0011 8TBADT, 1HD SAVE WOT mm

STEADY

Grade, Sext and Bating Frequency or fast Bating Practice

1 Per Oent 1 P

ia a ss T8 39.00 10 Q 00 39 19.50 3.2291 .01 12 § SB 39 19# 50 10 a BS 38 18.50 • 2549 .8 is a of 26 13.00

• 2549

io § M 32 16,00 - «8520 .4 12 a siD 57 28.50

- «8520

10 0 SID 83 41.50 -2.7255 .01 12 Q HQS 141 70.50

-2.7255 10 a me 130 65.00 1.1766 .3 12 a HSGS 59 29.50 10 0 KNGS TO 35.00 -1*1766 *3

An analysis of fable XXV reveals that significant dif-

ferences existed between twelfth and tenth grade girls, fht

113

twelfth grade girls had a larger percentage that go steady,

fhe tenth grade girl® had a larger percentage that seldom or

never date, fhi noil hypothesis was rejected, and the orig-

inal hypothesis was accepted, for the differences in percent-

age of twelfth grade girl® compared to tenth grade girl® when

both go steady wad seldom or never data# for the differences

1m twelfth grade girls compared to tenth grade girl® that date

regularly* date frequently, have gone steady, and have mot

gone steady, the nail hypothesis was accepted and the origi-

nal hypothesis was rebooted.

A comparis m of data in fable XXT with data la fable III?

suggests that there was a greater difference between tenth and

twelfth grade boys in percentages for dating frequency and

past dating practice groups than was found between tenth and

twelfth grade girl••

(3) There was no significant difference in the mean socio-

economic soore for

4* tenth grade boys that go steady when compared to


a. date regularly

b* date frequently


B* tenth grade boys that have gone steady when compared


fable XXVI presents the information for hypothesis (3)»

1 and B* and Is relative to the mean soolo-econoaio soore for

m

tenth grade boys that have these doting frequencies or past

dating practices#

TABLE XXVI

M M I 30010-OS (Bf 10 SCORE FOH fEHffl GRABS B0Y8 THAT 8TEAD1 COMPARED $0 fESTH 0EADB B0X3 TEAT SAX2

FlSQllIfXiT$ A M SELDOM 01 I1VSE Mfl; AID fHOSS THAT IA?I

S O U STEAD! OOMPAESD fO THOSE THAT HAVE SOT

@011 STBAWf

§0

Grade, Sex, and I Mean SD 1 m P Bating Irequeaoy Soelo-

SD

or Past Dating Sconomic fraotlce Score

10 » GS 37 86,65 18.15 10 i m 25 96*20 18.00 -2.0054 196 .05 to B M 35 93.68 15.21 -1.7525 196 .1 10 B SIS 103 96,76 15.57 -3.2167 196 .01 10 B HGS 129 94.73 17.72 10 1 HTOS 71 93.48 14,07 .5019 198 .7

Am analysis of fable XXVI reveals significant differences

In tli© mean socio-economic score for tenth grade "boys that go

steady compared to those that date regularly ami seldom ear

never date. The moan soc-lo-econoGiic score for those that go

steady was significantly lower than that for those that date

regularly and seldom or never date. The aull hypothesis aad

original hypothesis was rejected. The null hypothesis was

accepted and the original hypothesis w e rejected for the dif-

ferences between tenth grade hoys that go steady compared to

those that date frequentlyt as well at for these that have

120

gon# steady compared to those that hay# not gone steady. She

level of sigmifloi®©® reached tea per ©eat for the difference

between the tenth grade boye that go steady compared to those

that date frequently.

The socio-economic score Is a reverse scale of sooisl

position# flit higher the score, the lower the soelo~©eonoiile

status, fhe tenth grade boy® that go steady had a signifi-

cantly higher soelo-eeonoiale status than did those that date

regularly and seldom or never date* fhe difference between the

boys that go steady compared to those that date frequently did

not reaoh the required significance bat did follow the pattern

indicated by the difference© found for the other t w groups#

0, tenth grade girle that go steady when compared to


a. date regularly

b« date frequently


D« tenth grade girls that have gone steady when compared

to tenth grade girls that hare not gone steady

fable XXYXX presents the information for Sypotheel® (3),

0 and B, and is relative to the mean soeio-eeoxiomio store for

tenth grade girls that have these dating freqaenolee or past

dating practices.

121

TABLE XXVII

III SOOIO-SCOHOMIC SCOH fOB T1STI GRADE GIHLS THAT @0 8TEADT COHPARSD TO TKHTH GRADB GIRLS THAT MTB fi&G&LABLY, FUQ01ITLT, SS£&OH OS 11YI1 DAT I; M B THOSE THAT HATB'OOIS STEAM COMPARED

TO THOSE THAT HAVE MOT §0»1 8TSADT

Grade, Sex, and V lean % £ »» p

Dating frequency Socio-or fast Dating Economic PSftOtlOS Score

10 6 88 48 94.56 15,29 2.4671 196 , 02 io a m 37 85*48 18.19 2.4671 196 , 02

10 a w 32 12!.18 15.00 -1*2052 196 .3 to a m® 83 98,83 16*62 -1*4466 196 #2 10 6 HQS 130 99.34 76.80

198 10 a mm TO 9®»t3 77.97 .1292 198 . 9

An analysis? ®f Table XXVII reveals a significant dif-

ference between tenth grade girls that go steady owpartd to

those that date regularly. Th® girl® that go steady had a

higher socio-economic score than those that date regularly *

The mull hypothesis was rejeoted, and the original hypothesis

was accepted, between these two groups. The null hypothesis

was accepted, and the original hypothesis rejected, for the

differences between the other groups, The only significant

difference found was that tenth grade girls that date regularly

ha# a higher soolo-eeoaoiile statu® than thoss that go steady.

I, twelfth grade boys that go steady when compared t©


a* date regularly

b. date frequently


122

P» twelfth grade boya that have gone steady uhem com-

pared to twelfth grate boy# that have sot gone steady

Sable XXVIII presents the Information for Hypothesis (3)»

E and F, and Is relative ta the mean socio-economic score for

twelfth grade boy® that have these dating frequencies or past

dating practice*.

TABLS XXVIII

MEAK SOCIO-KCOIOMI0 8C0R2 FOR fVSUM GRADE BOT8 SEAT SO STSADI OQMPABED fO iWELffH GRABS BOIS SBAI DATE &BQBUSLT, FEIQUSlfL'Sr, SELDOM 01 RViR Mff| AMD TB08X fHAf «A?B §011 STEADY COMPAM®

to mom fHAf RAYS I Of tow STSADY

t r a d e » Sex# and 1 l e a n 8$ i no i&fmi f .Dating Frequency S o c i o -

or f a s t B a t i n g Economic P r a c t i c e Score

t a b m 72 97*90 16.56 12 1 DE 43 89.81 18.15 1.2913 196 • 2 12 B m 34 91 #76 18« 13 • 1714 196 • 9 12 B SIB 51 94.25 14.95 1.2419 196 . 3 12 1 HGS 13T 94 ,46 16,74

1.2419 196

12 B BV03 63 93.60 !7»86 .3274 198 *8

An analysis of fable XXVIII reveals no significant dif-

ference* axle ted, the null hypothesis was aeoepted and the

original hypothesis was rejected.

G. twelfth grade girls that go steady when compared to


a. date regularly

b» date frequently


123

H. twelfth grade girl* that have gome steady when com-

pared to twelfth grade girls that have not gone steady

fable XXIX presents the information for Hypothesis (3)#

§ and H, and li relative to the Mean socio-economic score for

twelfth grade girls that have these dating freqweneles or fast

dating praotloes.

f m i xxu

llil S00I0-E00I0H1C S0OBI FOR TlllOPfS OBADS SIEX.3 THAT §0 3SB4DT COMPARED 10 TWEIOFfH §»A»S OIBLS TEAT Mfl RSGBLAfiLT, fBlQOBHfLt, Sl&BGM 01 llfSl BAflJ AID TH0SB flAf HAVE 0011 SWAB* COMfARED

$0 fHOSS THAT BAYS HOT S0H1 SflAlf

Grade, Sex, and Bating fretmeaoy or fast Bating Praetlee

1 Mean Socio-economic seore

% Js B? f

12 0 m 78 97.09 19.54 196 12 Q m 39 88,15 13.61 2.5599 196 .02

12 a m 26 97*54 16*74 - .1039 196 >•9 ta a SID 57 96.59 14,89 .1534 196 .9 i s a i t s 141 93.55 17.11 12 G mas 59 94.58 17.52 .363® 19B , 8

An analysis of Sable XXIX reveals a significantly higher

socio-economic 10ore for those that go steady oompared to

those that date frequently, the null hypothesis was rejected,

and the original hypothesis accepted, for these two groups*

For the differences between other groups# the null hypothesis

was accepted and the original hypothesis rejeoted*

124

I, tenth grade boys when compared to tenth grate girls

when both

a, go steady

b. date regularly

e. date frequently

d, seldom or never 'date

e. hare gene steady

£* have not gone steady

Sable XXX presents the Inform®ties relative to the mean

©©clo-teoaosie score for @&#h of these dating frequency and

past dating practice groups.

fABLB XXX

M M ! $0010-10OSOMIC 8C0E1 fOS f l B f l GBAD1 SOTS COMPAHi) 10 TEKTH § M M a m i 1 1 BOt l SO STM9T, M S

M M U M X , M M SBLBOH OS KBVXR DATE, HAV2 $01 ! 8fIAST#

A»B lAfl lOf S O U SfSADI

Grade, Sex, and Dating Frequency or Past Bating Practice

i Mean Soclo-

leono®!© Score

% t B? P

to i as Si'" 86.65 18.16 10 a as 48 94.56 15.29 -2.1533 83 .05 to ® BS 35 96.20 18.01 to a OH 37 85.48 18,19 2.2470 60 .05 10 B BF 35 93.69 15.22 i o a DF 32 121.18 15.00 -1.0626 65 . 3 to B SIB 103 96.77 15.57 10 0 SIB 83 98,83 16.62 «• . 8673 184 . 4 10 B HGS 129 94.?3 17.72 i o a HSS 130 99.34 76.30 • «6618 257 .6 TO B BBSS 71 93.47 14,87 to a HVOS TO 98.13 17.97 —1.6628 139 .1

123

An analysis of Table 'MX. reveal® slgnlfloaiit differences

on the socio-economic ssoore for tenth grade boys and girls*

A slgsifleant difference at the ,05 level was found for tenth

grade boy® and girls that go steady and for those that data

regularly* for these that go steady, the girls had a higher

score, and for those that date regularly, the boys had a higher

soars* for the difference on the soolo~«o@noalo score for

tenth grade hoys and girls that go steadyf the noil hypothesis

was rejected and the original hypothesis was rejected, for the

difference on the socio-economic score for tenth grade hoy® and

girls- that date regularly, the nail hypothesis was rejected and

the original hypothesis was accepted. For dlfferenoes between

the other groups, the null hypothesis ims aoospted and the


Data in tahle XXX indicates that tenth grade hoys that g©

steady have a higher socio-economic status than do girls that

go stsady* there was also the Indication that tenth grade girls

that date regularly hate a higher socio-eeonosalo status than

boy# that date regularly.

twelfth grade boys when compared to twelfth grade

girls when both

a# go steady

b. date regularly

o. date frequently

d. seldo® or aiwr date

126

e. have gone steady

f, have not gone steady-

Table XXXI presents the information relative t® the aean

socio-economic score for each of these dating frequency and

past practice group®.

TABLE XXXI

MAU SOCIO-IOOSOMIO soon FOB TWELFTH GRADE BOXS Q O M M M to tmmm QMM GIKLS MM BOTE GO STBADT, M I I

RSCH7LABLX, DATE f BlQOBIfl»T» SELDOM OB MSfEl BATS, HATE dOil STBA33I, AMD HAVE

HOT §011 STBABT

Grade, Sex* and Bating Frequency or Past Sating frantic®

1 Mean Socio* Icoaomle Score

% 1 m P

12 3 SS 7 2 97.90 16.56 12 § iS 7 8 97.08 19.53 ,2719 148 .8 12 B DR 43 89# 81 18.15 12 ® m 39 88.15 13.61 .4590 80 .7 12 1 Sf 34 91.76 18.13 12 a D? 26 97.53 16.73 •»1»2420 58 .3 1 2 B SJTD 51 94,25 1 4 . 9 5 12 G SID 5 7 96.59 14.89 - .8064 106 .5 12 B U S 137 94,46 16.74 1 2 § M S 141 95.55 17.10 - .5364 276 .6 12 B BIOS 63 93.60 17.86

276

12 § HTOS 59 94.57 17.51 - .3010 120 • 8

An analysis of fable XXXI reveals that no significant

differences existed between twelfth grade hoy® and girls on

the socio-economic score when both go steady, date regularly,

date frequently* eeldoa or never date, have gone steady# and

have not gone steady. The nail hypothesis was accepted and

the original hypothesis was rejected.

127

Data la la bio XXX and fable XXXI suggest that boys in

tills sample were inclined to report a higher soclo~economlc

statu® than girls# Xn both the tenth grade sample and the

twelfth grade sample, the boys' socio-economic score tended

to be lower than girls# ¥h@r« the tenth and twelfth grade

sample was grouped into sex and two groups of past dating

practice, both tenth grade and twelfth grade boy® had an ob-

served maan score lower than the observed mean score for girl®

la their particular group# The indication was that the boy®

had a higher socio-economic status than the girls or ih« boys

tended to report a higher socio-economic statu# than the girls#

It 1® highly unlikely that the sample for boys oame from a

higher socio-economic level#

(4) Ihere m e no significant difference In the deviation of

the as&m socio-economic score for

A. urban tenth grade boys that go steady from the total

mean socio-economic score of 'urban tenth grads boys

«hs» compared to the deviation of the »#an socio-

economic score for rural tenth grade boys that go

steady from the total mean socio-economic score for

rural tenth grade boys

B# urban tenth grade boys that date rsgularly from the

total mean socio-economic score for urban tenth grade

boys when compared to the deviation of the mean socio-

economic score for rural tenth grade boys that date

128

regularly froa th@ total mesa soeio-eoonomio toore


C. urban tenth grade boys that date frequently from the

total mean socio-economic store for urban tenth grade

boys when compared to the deviation of the mean socio-

economic score for rural tenth grade boy® that date

frequently from the total mean socio<»eoonosile icor©

for rural tenth grade boy®

D* urban tenth grate boys that seldom or never date from

the total mean socio-economic eoore for urban tenth

grade boys when compared to the deviation of the mean

soolo-eeonoal© ecore for rural tenth grade boys that

seldom or never date froa the total mean soeio-eeo-

aomio ecore for rural tenth grade boys

1* urban tenth grade boys that have gone steady from

the total itean socio-economic ecore for urban tenth

grade boye when compared to the deviation of the mean

socio-economic ecore for rural tenth grade boye that

have gone steady from the total mean socio-economic

soore for rural tenth grade boy®

F. urban tenth grade boys that have not gone steady froa

the total mean socio-economic score for urban tenth

grade boys when compared to the deviation of the mean

socio-economic score for rural tenth grade boys that

have not gone steady frost the total nean sooio-eoo-

noaic ecore for rural tenth grade boys

129

fable XXXII proaeats the Information ralatlvt to tha

deviation of t&t mean aoclo-aooaoal© ®o©r# for t&«« dating

frequency and past dating practice groups*

TABLE XXXII

JDETIATIOS Of fSS MIAf S0CI0-SCQ80HI0 8G0B8 FOE UtBAI fEIfl GMBB BOIS OOWAEED TO SHE BSflAflOI OF THE MIAf SOCIO-EOOSOMIO 30 ORE FOE W M h TEffl GBADE BOTS H1I BOTH

@0 SfMDf, Mfl RSXIULAELX, MSB PHSQUMTLY, SBLDOM OS K2V2R Mf», HAVE SOW SflADI,

AID HA¥1 lOf GOBI SfBADT

tesideaoe, Grad®, Sex, and Dating Frequency or last Dating Practice

I M«an d on ioolo-Economic Score

% W f

II to 1 iS 23 • 0391 20,70 1 10 S 88 14 •*0285 12*69 .0107 37 >.9 U 10 B D! 19 -.0210 19.17 1 to 1 H 6 • 0000 10.52 .0024 23 >.9 0 to 'i m 22 *0045 14,34 I 10 3 Bf 13 .0000 13.76 •0008 33 >.9 3 10 8 SIB 6? .0313 16,89 H 10 B SND 36 .0000 10.84 •0099 101 >.9 u to a ass 88 .0375 19.05 S to B HQS 41 • 0024 11.86 .0122 127 >.9 I to 1 HBGS 43 *3813 15.99

127 >.9

1 to B BUGS 28 .0178 12,25 • 1008 69 *9

A» aaalyel® of fable XXXIX roraala ao significant dif-

ferences axlttad. Tha anil hypothesis was aoetptad audi %Jt®


S» urban tentft grade girls that go stoady fro® tfct total

mean «oelo~a«oaonlo score for urban ttnth. grata girl©

when compared to tfee deviation of the mean eoelo-aeo-

aomlt aeor* for rural ttnth grada glrla that go ataadjr

130

froa the total mean socio-ecoaoiaic seore for rural

tenth grade girl®

I, urban teath grade girls that date regularly from the

total seaa soeio-eooaomlc seore for urban teath grade

girl® when compared to the devlatloa of the mean socio-

economic score for rural teath grade girl® that late

regularly fro® the total aeaa soolo-econoalo soore

for rural teath grade girls

I* urb&a teath grade girls that date frequently fro®

the total mean soclo-eoemoaie score for urban tenth

grade girl® whea compared to the devt&tioa of the

meaa aoelo-eeoaoiale score for rural teath grade girls

that data frequently froa the total, aieaa soclo-eco*

nornio soore for rural teath grade girls

4"# urban teath grade girl® that seldom or atver data

from the total meaa socio-ecoaorsic. go or® for urbaa

teath grade girl* whea eoapared to the devlatloa of

th# ©eaa soolo-ecoaomlo score for rural teath grade

girls that seldom or sever date from the total mean

for rural teath grade girls

K* urbaa teath grade girls that have goae steady froa

the total aeaa soolo-ecoaomi© seor® for urban teath

grade girls utiea eoapared to the deflation, of th#

meaa soo lo«*®eo»otal® score for rural teath grade girls

that have gone steady from the total meaa soclo-ece*

aomio aeers for rural teath grade girls

131

L. arbaii tenth grai® g i r l s that have mot gone steady

fyoa th# t o t a l mmn sioeio-eoomosale »oor* for urban

tenth grade g i r l a whoa eoaparai to the deviation of

th® m®a» socio-dcoaealo score for rural taath grad®

g i r l s that have not goat steady from the t o t a l mean

soelo-eoonoalo score for rural toath grade g i r l a

fable XXIIII preaeate the iaforaat ioa r e l a t i v e to th®

deviation of th# »#«a aoeio-tooaoml© soor® f o r th« i t datiag

froquoaoy aad past dating practice groups.

fABXJ XXXIIX

BEVXASXO® Of fiH MEAll SOeiQ-SCQIGMIO SC01B fOl tfEBM TESTS 01ADI illttS. 0OKMRED TO f l S BfflAflOf OF THE IMS SOCIO-

SOOVOKZC 800SS fOH KBRAL TESTE ©MAS &IR1S WIS BOTH fO SflABX, ©Afl REGULARLY» SAS1 OTQBBKTLT,

£SLDCK 01 I5VSS SATE, RAVM QGME SflABT AID HA¥S SOT §011 STMM

Rtoidence, Oradi* Sex, and Sating fmqum&y or Patt Dating Praetieo

I Mean d on Socio*

loonoatic Score

% t mm*

m P

? 10 a 6S 34 ! •014? 14,54 46 K 10 G GS 14 • OOOO 14*67 •0031 46 >#9

tMO 4 £fi 22 5.1909 18.20 1.667^ R 10 a 98 15 •5*1400 17*69 1.667^ 35 • 1

0 10 1 Sf 18 .0000 18,85 a io a d? 14 ,0214 22.17 - .0030 30 >,9 0 10 a SSJ) 63 - .004? 17#89

81 ft 10 © 81! 20 • 0000 11.47 • 0011 81 \9 IT 10 a M&S 91 - .0208 16.43

128 1 10 @ MS 39 .0897 13,72 - #0075 128 \9 5 10 a HSGS 46 .0304 19*46

.0058 68 1 to § HKGS 24 .0041 13.08 .0058 68 >.9

132

M analysis of Sable XXXXXX reveals that m signifioant

difference existed between the deviations? ©a the soolo-eeo-

noaic eooree for urban and rural tenth. grade girl® whm both

go steady* date regularly* date frequently* seldom or never

date, have gone steady and have mot gone steady# the noil

hypothesis m e accepted, and the original hypothesis was re-

booted* for the differenoee between the deviation® m the

eoeio-eoonoatic teore® for urban tenth grade girl* oonp&red to

rural tenth grade glrle*

M# urban twelfth grade boy# that go st«ady fro« the

total mean •oeio-eaonoBie score for urbm twelfth

grade boys when compared to the deviation of the

mean eoeio-eeoatislo soore for rural twelfth grade

boys that go steady from the total mmm eoeio-eoo-

nomi© soore for rural twelfth grade boye

I. urban twelfth grade boy® that date regularly from

the total neaa eooio-eeoao*io eeore for urban twelfth

grade boy® when compared to the deviation ©f the mean

Boots-economic score for rural twelfth grade boy®

that date regularly fro® the total aeaa socio-eco-

nomic soore for rural twelfth grade boy®

0* urban twelfth grade boy® that date frequently fro®

the total mean soeio-eeoaomie eeore for urban twelfth

grade boy® when oompared to the deviation of the mean

soei0-eeo8@aie eoore for rural twelfth grade boys

133

that date frequently from the total mean soelo-eoo-

noale score for rural twelfth grade hoye

?• urban twelfth grade boys that seldom or never date

fro® the total mean socio-economic toore for urban

twelfth grade boys when compared to the deviation of

th0 m@m socio-economic score for rural twelfth, grade

hoys that seldom or never date froa the total mean

socio-economic score for rural twelfth grade boy®

Q* urban twelfth grade boys that h&v& gom steady tmm

the total mean sooio-tooaoaio scorerfor urban twelfth

grade boy® when coag&red to the deviation of the mean

socio-economic score for rural twelfth grade hoys

that have goat steady froa the total mean uoelo-eeo-

Bomio score for rural twelfth grade boy©

&• urban twelfth grade hoy® that hay# not gone §tea<ty

froa the total mean sooio-eoo&oado soar© for urban

twelfth grade hoy® when compared to the deviation of

the mean soeio~eoo»©®ie score for rural twelfth grade

hoy0 that haye not gone steady from the total mean

aoeio-eoonoaio score for rural twelfth grade hoy*

fable XXII? presents the iaforaatlen relative to the

deviation on the mean socio-economic scores for urban twelfth

grade boy* compared to rural twelfth grade hoys In these dat-

ing frequency and paet dating practice groups*

134

TABLE XXXI?

DBVimOH Of THE fflttH SOOIO-BOOKCMIO SCOEB fOE TJSBAS fVBXiVfS SMDI BOIS OOMPH® TO fHI IMEVttTIOIl Of THI MSAI SOCIO*

SO 01 OHIO SCOH fOl RURAL TWELFTH OHADE BOIS 1IH11 BO3® §0 STMDT, DATE jRBGULABLY, BAfl FBSQ0IETLX, SSLDOK OR IlflE BAT®,

HATE SOUS STEADY, A5B SAW lOf 0OIE STEADY

Residence# Grade, Sex, and Dating VMHgBtntgr or Bast B a t i n g Practice

H Mean d oa 8c©i©~ leoBomic

Bmm

% i W f

0 12 B as 45 • $266 16.93 S 12 B IS 25 ~ .0480 13.00 .1966 Iff Q

CIS .9 V 12 B OS 28 - .1928 19.71 1 12 B BE 13 ,7769 15.08 .0923 39 >.9 0 12 B PI 22 .5863 20.63 B 12 ® BF 10 1.6400 9.74 .1489 30 .9 If 12 1 SHD 33 - .3878 15.60 B 12 B SIS 16 .1625 13.36 .1186 47 >.9 9 12 B M B 92 - .1989 18.12 » 12 B Has 45 - .1090 12.97 #0292 135 >*9 u 12 b mm 40 .3487 19.42 ft 12 B-JBTG6 23 .0227 14,00 .0600 61 \9

As amalysit a£ Table XXXI? reveals a® significant dif-

ferences. The sail hypothesis w s accepted and the original

hypothesis was rejected.

S* urban twelfth grade girla that g© steady fro® the

total mean aoeio-eeo&oiaic amr® tat whan twelfth

grade girls itoea compared to tht deriation of the

aeaa s^cio-eeoaoiaic score for rural twelfth grade

girls that go steady £xm the tstal mm, socio-

economic score for rural twelfth grade girl®

T. urfeaa twelfth grade girl® that date regularly from

tB

the total mean socio-economic score for urban twelfth



girl* that date regularly frost the total mean socio-

economic score for rural twelfth grade girl®

U. urban twelfth grade girls that date frequently from

the total mean soolo-seonoalo soore for urban twelfth

grade girls when ©oiapared to the deflation of the

mean soolo-econoBilc score for rural twelfth grade

girl® that date frequently from the total mean soclo-

eoonoai® eoore for rural twelfth grade girls

V» urban twelfth grade girl® that eeldo® or never date

fro® the total atean soelo-ecoaoaic soore for urban


of the mean socio-economic eoore for rural twelfth

grade girls that seldom or never date fro® the total

mean socio-economic eoore for rural twelfth grade girl®

w, urban twelfth grade girls that have gone steady from

the total mean socio-economic score for urban twelfth



girls that have gone steady from the total mean

socio-economic score for rural twelfth grade girls

X« urban twelfth grade girls that have not gone steady



136

of t h e meam socio-economic s co re f o r r u r a l t w t l f f f e

g rade g i r l s t h a t have not goaa s t e a d y from t h e t o t a l

i m b soc io-economic seer® f o r r u r a l twelfth g r ade

g i r l s

Table XXX? p r e s e n t s t&@ Information r e l a t i v e t o tlie de-

v i a t i o n of t l i t mean soc io-economic s co re f o r t h e s e d a t i n g

f r e q u e n c y and p a s t d a t i n g p r a c t i c e g roups .

fABLE 111?

BSfXAflGl OF fHI MEAK SOOIO-BOOIOMIO SOOKB FOI WISH W M T E GBAD3S QtimB COMPASIB TO f H I B l f l A f l Q I OF fflB MEM SOOIO-

20010110 SO OBI fOS RtJRAL TWBLPfH GHABI GIRLS 1 1 BOfH GO SfMBT, DAT! Rl&lTMlLT, M f l PlEQUlIfLS:,

SELDOM 01 IIYSE M f l , HAVE SOU SflABT AHB HAVE ®0f GOI® 87SADI

Kes ldence , t r a d e # Sex, and Ba t ing Frequency o r Pac t S a t i n g f r a e t l e ®

> Mean d on S@0l©~

Bconomlc Score

®B i TVB tiS

?

U 12 a 63 56 .0160 18.87 s i s a os 22 • •0227 19*98 .0079 76 >.9 0 12 a BR 20 .0000 14.76 1 12 @ BR 19 - . 0 2 1 0 11.76 - . 0 0 4 7 37 >.9 & 12 G BP 20 ,0000 17.24

- . 0 0 4 7

E 12 6 BP 6 .0000 14.67 .0000 24 \ 9 0 1 2 ® SIB 42 —•0404 15.95

\ 9

E 12 § SIB 15 .0133 11.07 .0118 55 >.9 V 12 0 1@S 99 .0363 16.97 1 12 0 Has 42 .0071 15.99 #0140 139 >.9 U 12 G HHGS 39 - . 0 0 2 5 19.29 1 12 0 BBTO8 20 - . 0 2 0 0 12.78 —•0046 57 >.9

An w i a l y a i a of l a b i a XXXV r e v e a l e no t l g a i f l e a n t d i f -

ference*» The null h y p o t h e s i s was accep ted and t h e o r i g i n a l

h y p o t h e s i s m a r e j e c t e d .

m

(5) There was a© significant differeiioe In the mean total ©©are

oa California ghort-yorm fejJ $£ S i M f o r

A. tenth grata boy® that go steady when compared to


a. data regularly

b* date frequently


B# tenth grade boys that have gone steady nfeea compared

to tenth grade fcoyt that have not gone steady

fable XXXVI present®' the infarnatioa relative to the

mean score for these dating frequency and past dating practice

group#.

TABLE XXIfl

MB&I H3&TAL J4ATUBITT SOOEE fOl TBIfH SRAD1 B0T8 THAT SO 8T1ABT OOMPAJtBD fO f ISfH GE10I 10IS THAT MTI

m m u m i , raomtLr, AID SJSLOOM OR l i r a BAT® | AID TH035 THAT IAVS SOIS SflADI OOlfAllC fO f l O S l

fHAf HAVI HOT GOVS IfBABT

trade, Sex, and Bating Frequency or fast Bating Practice

N Mean Mental Maturity

So ore

S$ t W P

10 B m 37 60.97 16.49 10 B m 25 65.76 13# 86 •1.1746 196 .3 to B w 35 68*23 14.30 •1.1527 196 • 3 to B SIB 103 68.39 14,64 -2.5354 196 .02 10 1 HG3 129 65.52 14,76 to m Bias 71 68.73 15.54 -1.4386 198 »2

133

An analysis of fable XXXTI reveals * significant dif-

ference la the iaean mental aaturlty score for tenth grade

boys that go steady compared to the seore for tenth grade

boys that seldom or sever date# fhe seore was significantly

higher for those that seldom or never date# For the differ-

ence In mean scores between these two groups, the mull hypoth*

eels m e rejected and the original hypothesis was rejected.

For the differences between the other groups, the null hypoth-

esis was accepted and the original hypothesis was rejected.

the tenth grade boys that go steady had the lowest mean

mental maturity seore compared to the other groups* those

tenth grade students that have gone steady had a lower mean

aental maturity score than those that have not gome steady*

0# tenth grade girls that go steady when compared to


a. date regularly

b. date frequently

o. seldom or never date

D* tenth grade girls that have gone steady when oota-

pared to tenth grade girls that have not gone steady

fable XOTZX presents the information relative to the

mean mental maturity seore for tenth grade girls that go

steady, date regularly, date frequently* seldost or never date,

have gone steady, and have not gone steady.

139

m A n t W f¥T T

m m i m m T U M R N soon foi N M GrSiDi GIRLS M I T M SfMDI COMPARED ?0 TESTS GRADE GIBI8 O U T DATS

BMUMILI, flSQWfLlf, AID SELDOM 01 I t ? ® DATlj AID THOSE THAT HATS ©Oil STEADY OOMfAfilD $0 TIOSI

THAT HAVE VOF §©!S ST1ADI

Grade, Sex, and 1 Mean % 1 m Dating Frequency Mental

% 1

or fast Dating Maturity Practice Seore

t o Q m 48 63.tr 1 7 . 2 0 10 Cr DR 37 64# f7 16* 1? -#2973 196 .8 10 t DP 32 64,8f 14*44 -»4407 196 .7 !0 0 W D 83 64*23 15.67 -#3577 196 .8 10 G HGS 1 3 0 63,5$ 16# 42

-#3577

IftJGt WW. ,T° # * 9 3 _ Ji SMBL. - -j&WL, m • Iji

A» aaalyele of Tafcle XXXVII reveal» very little differ*

eao® la the mean mental maturity acoret. The null hypothesis

was ae©e#t@d asd the original hyfothetls urn® reacted.

S. tenth grade boys ishen compared to tenth grade girl®

when both

a. go steady

date regularly

data frequently

seldom or aever data

have gone steady

have not gone steady

Table XXXVIII present® the information relative to the

aeaa score for these groups*

h.

c.

d.

e.

f.

140

U®L® XXXVIII

H M » MBI fAL MAflTHIfY S001S F 0 1 f f f l f H GE4»1 BOfS COMPAXSD TO S M f t GRADE (I1BLS i i B J BOfH §0 STBADT, M f l K IOTMBLX,

M t l FKBQWHTIT, SELDOM 0 1 MMVM M f M , BAY* SOW s f s i D i , a i d HAVE t o t t o n s tsAinr

Grade , Sex, and B a t i n g F requency o r P a s t B a t i n g P r a c t i c e

I Mean M e n t a l

M a t u r i t y Score

S© & M P

t o i as 37 6 0 . 9 7 1 6 . 4 9 i o a qs 48 6 3 , 1 ? 17 .20 - . 5 8 6 3 83 . 6 i o i m 25 6 5 . 7 6 13 .86

- . 5 8 6 3 83 . 6

t o a m 3? 6 4 . 2 7 16 .17 . 3 7 0 4 60 . 8 10 » DJ 35 6 8 , 2 3 1 4 . 3 0

. 3 7 0 4 60 . 8

t o a sp 32 6 4 , S i 1 4 . 4 4 • 9574 65 . 4 10 1 i l B 103 6 8 , 3 9 14*64

• 9574 65

10 S SIB 83 6 4 , 2 3 1 5 . 6 7 1 .8564 184 . 1 10 B AGS 129 6 5 . 5 2 14 .76 1 .8564 184

i o a BSS 130 6 3 , 5 8 1 6 . 4 2 .9931 2 5 7 . .4 10 B SHfiS 71 6 8 . 7 3 15 .53

.9931 2 5 7 .

10 6 B8§S TO 6 4 . 9 8 1 5 . 0 4 1 .4438 139 . 2

I n a n a l y e i s o f f a fe le UXnil r e v e a l ® a© s l c n l f U n f t t d i f -

f e r e n c e s l a t h e mean m e n t a l m a t u r i t y aeorae f o r t e n t h g r a d e

boys compared t o t e n t h g r a d e g i r l s a c c o r d i n g t o d a t i n g f r e -

quency and p a s t d a t i n g p r a c t i o e . The a n i l h y p o t h e s i s was

aecep ted and t h e o r i g i n a l h y p o t h e s i s wa® y®3®eted.

t . t w e l f t h g r a d e b o y * t h a t go s t e a d y when compared t o

t w e l f t h g rade boys t h a t

a . d a t e r e g u l a r l y

b . d a t a f r e q u e n t l y

c . ee ldom o r n e v e r d a t a

@* t w e l f t h g rade hoy® t h a t have gone s t e a d y when com-'

p a r e d t o t w e l f t h grad® hoy® t h a t have n o t gone s t e a d y

tm

Table m i x presents the information relative to the

aean score for th©se dating frequency ant past dating prac-

tlce groups. TABLE XXXIX

IMS MSITAL MATURITY SCORB f01 TWELFTH GRADB BOXS THAT @0 STIAD? COMPARED fO TWiSLfTH GRABS B0I8 THAT DAT!

EMULA1LX, DATE fBSQUSMLI, AID SELDOM 01 II?!! BATE; AID THOSE THAT HAfB GOBS

SfBADX OOMJ»A££D TO THOSE flAf HAYS HOT GOBI STEADY

Grade, Sex, and Bating Frequency or Past Dating Practice

» lean Mental Maturity Score

SB 1 Df P

12 B GS 72 ?1»36 16.21 «* #528® 12 B BE 43 n«95 14,19 «* #528® 196 #6

12 1 Df 34 73.97 17.71 - .7^34 196 .5 12 1 SBD 51 76.39 14*02 -1*7774 196 ,1 12 B HG8 137 72# 19 15*79

-1.6546 196 12 » HNG S 63 76# 13 15.01 -1.6546 196 • 1

In analysis of fat&e m i l reveals a® significant dif-

ferences in the mean mental maturity score®. The mill hypoth-

esis m ® aoeepted and the original hypothesis vta repeated#



a. date regularly

b. data frequently


1. twelfth grade girls that have gone steady when com-

pared to twelfth grade girls that haw not gone steady#

142

Sable XL preeents the Information relative to the mean,

score tor these dating frequency and past dating practi.ee group*•

SABLE XL

KBAK MlSfAL ffATUHIfl 8COHB FOR ftlLFfS GMDI MILS TEAT GO SSBABX 0QMM1EB TO VKKbfSB GE4DI GIBLS flAf MSB

m m u m x , BATS FREQUENTLY, AID SBLBOK 01 fOTa BASS? AID S10S1 SEAS HATS ©Oil

mmm m m m m so shose sias MM MOT mm sssadt

Grade» Sex* and Bating Frequency or fast Bating Praetioe

1 Mean Mental Maturity Score

S3) 1 BI I

12 a M 78 68,06 16.73 12 G BR 39 70*49 16.72 • .7321 196 • 5 12 0 M 26 74.19 16,00 -1,6189 196 . 2 12 § SIS 57 68*00 1 7 . 2 3 • 0215 196 >«9 12 G HGS 141 6S*57 1 7 . 5 3 12 G HHGS 59 71.08 15.20 * . 9 5 4 5 198 14

An analysis of fable XL reveals a© significant differ*

ences in the mean mental maturity scores for the different

groups of twelfth grade girls* She mull hypotheele wa» a@-

cepted and the original hypothesis was rejected.

J. twelfth grade boys when compared to twelfth grade

girls when both

a# go eteady

b# date regularly

e„ date frequently

d* ®eld©» or never date

e. have gone eteady

f. have not gone eteady

143

Table XliI preeeata the inforsaatlon relative to the meaii

score© for these dating frequency and past dating practice

groups,

fABLl XLI

MEAI J«fAL mtmtn SOOSl FOR fWELFTI 014B1 B0X8 OOMME1D TO fWfflffl GEABI GIKL3 « » M l @0 SfMBTp Mfl RMTOIELI,

MfS FEKQUITOT, SSLDOK 01 Ilfll BA#B» SAfl GOIB SflABT, AID liifl XOS §€« SflA»f

Grade, sex# and Dating fretueaoy or Past Dating Praotloe

1 leas Mental Maturity Store

& m P

IS £ m 72 71 #36 16.21 ta § gs 78 68.06 16.73 1.2155 148 .3 12 1 SB 43 72*95 14.19

80 12 a DR 39 70.49 16.72 .7131 80 *5 12 1 Bf 34 73.97 17*71

58 ia a jdf 26 74,19 16.00 *» • 0492 58 >#9 12 B SHD 51 76,39 14,01 12 i SIB 57 68*00 17*23 2.7306 106 .01 12 B M S 137 72.19 15,79 12 a 103 141 68.57 17.53 1.7981 276 .1 It B IKS 63 76# 13 15.01 12 0 HNGS 59 7 UQB 15.19 j 1.8277 120 .1

An analysis of fable 11*1 reveal® a •lgnlflcantly higher

mean score for boy* that seldom or never date compared to girl®

that seldom or savor date, fit null hypotheele was rejected,

and the original hypothesis accepted, for the difference bo*

tween these tiro groaps* For the difference* between the other

groups, the Bttll hypothesis was accepted and the original hy«

potheele rejected*

144

{$) fhare m ® no elgnifloamt differenoe la the deviation of

the mm total aoore on the M S i

g£ Mental aturit^ for

A* urban tenth grade boys that go steady from the total

aean ooore for urban tenth grade boye when compared

to the deviation of the »eam toore for rural tenth

grade boys that go steady from th<§ total mean score

for rural tenth grade hoys

B. urban tenth grade hoys that dato regularly from the

total mean score for urban tenth grade boy® when

compared to the deflation of the mean soore for

rural tenth grade boy® that data regularly from the

total mean soore for rural tenth grad# boys

0» urban tenth grade boye that dato frequently fro® tho

total mean eeore for urban tenth grade boys vfcen

compared to the deviation of the mean soore for

rural tenth grade boy« that datt frequently fron

the total mean soore for rural tenth grade boy®

S* urban tenth grad© boys that seldom or never date, from

the total mean score for urban tenth grade boys nhen

compared to the deviation of the moan score for rural

tenth grade boye that seldom or never date from the

total mean score for rural tenth grade boys

M* urban tenth grade boye that have gone steady from the

total mean score for urban tenth grade boye when com-

pared to the deviation of the aean aeore for rural

tenth grade boys that have gone steady from the total

mean. score for rural tenth grade hoy®

F. urban tenth grade hoy® that have not gone steady fro®

the total mean score for urban tenth grade boye when

compared to the Aeviation of the mean eeore for rural

tenth grade boys that have not gone steady froa the

total aemn soore for rural tenth grade boy®

fable SL1I pre0ents the Information relative to the de-

viation of the mean total soor© for these dating frequency

end past practice groups*

TABLB XIII

mvutim of tm miai kbk?al m w m n m o m ton uibm n r a QRAD1 BOXS COitfARBD fO SHI BMIATIOS OF fIB HMf SOOXB

fOR «TfI GIADS BOTS HE® BOfS SO SfSADT, BASS BASB FKSQOTSLT, BMW0M, 01

IEVES JJAfI, 1A¥® &0®E SfIADT# AMD m?s iof sous ssbadt

BeelAenoe, Grade, Sex* and Hating frequency or fast Sating Practice

I Mean d of Mental Maturity Score

Sjj i m P

U 10 B G3 23 .0271 13.79 I 10 B GS 14 • 0000 20,02 .0037 35 >.9 9 10 B SB 19 -,0421 12# 54 £ fO B SI 6 *0000 11.04 .0070 23 >.9 IT 10 B M 22 -.022? 13.68 i io s m 15 -*0153 14.69 •0014 33 *.9 U 10 B SIB 67 .0447 14*40 1 18 B HD 36 -.0472 14.66 • 0304 101 >.9 f 10 B Has 88 ,0159 13.69 1 to B Has 41 .0073 16.69 .0082 127 *9 U 10 B BMf 43 ••0697 15..21 *s

1 10 I HldS 28 • 0392 15.41 •0289 69 .i9

146

fro© data presented in Table XLII, the null hypothesis

uae aoeepted and th$ original hypothesis rejected*

G. urban tenth grade girls that go steady frost th# total

mem soore for urban tenth grade girls when compared

to the deviation ©f the mean score for rural tenth

grade girls that go ittady from the total mean score

for rural tenth grade girl®

H. urban tenth grade girl® that date regularly from the

total mean score for urban tenth grade girls when

ooapared to the deviation of the mean soore for rural

tenth grade girls that date regularly from the total

aean score for rural tenth grade girls

X.« urban tenth grade girle that date frequently from the

total mean score for urban tenth grade girls when

compared to the deviation of the mean score for rural

tenth grade girls that date frequently from the total

mean eoore for rural tenth grade girls

$» urban tenth grade girl® that seldom or never date

from the total mean score for urban tenth grade girls

•when compared to "She deviation of the mean a ©or© for

•rural tenth grade girl® that teldoa or atvtr date

from the total mean soor® for rural tenth grade girl®

I. urban tenth grade girls that have gone steady from

the total mean seore for urban tenth grade girl®

utien compared to the deviation of the mean seore for

14?

rural tenth grade girls that have goat steady from

the total mean eoore for rural tenth grade girls

L« urban tenth grade girl® that feaT# not gout steady

from the total mmn score for urban tenth grate girls

nhea compared to the deviation of the mean score for

rural tenth grade girls that have not gone steady

front the total aeaa soar# for rural tenth grade girl®

Table ZLZZX present© the Information relative to the

deviation of the mean total score for thee® dating frequenoy

a&i past dating practioe groups*

SABLE XLXX1

DXTXAflOS Of TIE MEAN MllTfAX MATOBIfT SOOEI fOR URBA1T fBVfH ftftUNR ftXSfiS COMPARED SO TfflS BlVIAfIGH Of THI KB4V SO GEE

fGl MMli flSfS &1ABS GIELS IggR BOfB GO S IMM, Mfl RSQUMU&Ll, BATS 7SSQ9SS7LT, S3UD0M OB

VXVXft Mfl, HATE §011 89SA9X* ASD HATB lOf §01! BTM3J

Residence, trade* Sex, and Sating STsqpsaqjr ?&st Ait lag tractlee

i Mean d of Me&tal Maturity Score

*Piw* UD Js. W $

U 10 G GS 34 .0000 16.31 E 10 0 03 14 • 0285 17.88 • *0150 46 >.9 I 10 s BE 22 -4*3454 13.87 R 10 ft J® 15 4,3666 18.70 -1.5808 35 .2 U 10 ft D? 18 • 0166 16.3? 8 10 S 31 14 ,0142 11.41 .0031 30 >.9 u 10 a SUB 63 - #0333 16.54 8 10 G SIB 20 .0000 11.91 #0082 81 >.9 U 10 ft HftS 91 •0164 16*15 b 10 a Has 39 • 0179 16.51 .0004 128 >*9 U 10 ft HE&S 46 .0173 16.00

>*9

i to ft ares 24 - .0333 12.62 - .0133 68 >.9

148

Based on data presented is Table XLXII, the null hypoth-

esis was accepted and ths original hypothesis rejected.

M. urban twelfth grade boys that go steady from ths

total mean soore for urban twelfth grade boys when

eoapared to ths deviation of the mean soort for rural

twelfth grade boys that go steady frost the total a®m

soore for rural twelfth grade boys

!• urban twelfth grads boys that date regularly from the

total mean soore for urban twelfth grade boys when

compared to the deviation of the mean score for rural

twelfth grade boys that date regularly from the total

mean soor# for rural twelfth grade boy*

o. urban twelfth grade boy# that dat® frequently from

the total mean score for urban twelfth grade boys

When compared to the deviation of the mean soore for

rural twelfth grads boys that dat# frequently fro®

the total seem seor® for rural twelfth grade boy#

P» urban twelfth grade boys that seldom or newer date

fro* the total mean soore for urban twelfth grads boys

men compared to the deviation of the mean soore for

rural twelfth grade boys that soldo®'or never date

from the total mean score for rural twelfth grade boys

Q. urban twelfth grade boys that havs gone steady from

the total ®ean score for urban twelfth grade boys

When compared to the deviation of the mean score for

149

rural twelfth grade boys that have gone steady from

the total mean score for rural twelfth grade boye

B« urban twelfth grade boys that have not gone steady

from the total mean score for urban twelfth grade

boys when compared to the deviation of the mean score

for rural twelfth grade boys that have not gone steady

from the total mean score for rural twelfth grade boys

fable XLI? presents the Information relative to $bt devi-

ation of the mean total score for thee© dating frequency and

past dating practto© groups*

TABLX XLIV

BBYIAflQB OF MS MEM MENTAL KATUKITT SOOIB f01 U1BA1 fWIBffS AMM lots OOMPABID to rat DEUATXCB of M uMI SOOKS FOI

WML TMMM SHADE BOXS MM iota §o STSADI, MM RIOTLAJ&X, M f l FESQUSHII»f, S 1 W OH SFFLFLM BATS,

HAVI GOIB SFLADT, AID HATE lOf §0»I SFEABT

Reeidence, &rad©» Sex, and Dating fretneaoy or fast Bating Practice

s Mean d of Kental Maturity Score

Sj) t Bf P

II 12 B as 45 0404 15.77 H 12 B §3 25 .,0043 15.49 .0052 63 >.9 0 12 1 BR 28 .003? 12*63 E 12 1 08 13 .0076 14.61 -.0008 39 V 12 B 2XT 22 .0000 1S.04 H 12 B Bf 10 • 0222 17.31 -.0029 30 \9 0 12 B SIB 33 -.0357 13.06 1 12 B SUB 16 -.0187 13.66 .0036 47 >.9 B 12 B HQS 92 -.0180 15*64

.0036 47

1 12 B Has 45 .0051 14.68 .0077 135 >.9 5 12 i mm 40 .0342 14,20

>.9

1 12 B SKIS 23 ,0000 16.22 .0011 61 >.9

150

from the data presented la Table XLIV# the anil hypoth-

esis m,s aooepted and the original hyfotheits ra^eted#

St urban twelfth grade girls that go steady from the

total mean soore for urban twelfth grade girl® whan

eoapared to the deviation of the »ean aoore for

rural twelfth grade girls that go ateady from the

total mean score for rural twelfth grade girls

?• urban twelfth grade girl® that date regularly froa

the total mean score for urbaa twelfth grade girl®

when eoapared to the deviation of the mean ©eor© for

rural twelfth grade girl® that date regularly froa

the total aean aoore for rural twelfth grate girl®

U. urban twelfth grade girls that date frequently fro*

the total mean eoore for urban twelfth grade girle

when eoapared to the deviation of the mean so ore for

rural twelfth grade girls that date frequently from

the total sea® tcore for rural twelfth grade girls

T. urban twelfth grade girl® that eeldon or never date

from the total mean eeore for urban twelfth grade

girls whan ©©spared to the deflation of the mmn ©eore

for rural twelfth grade glrla that seldom or never

date from the total mean mere for rural twelfth

grade girla

V* urban twelfth grade gtrle that haw gone ateady fro®

the total mean score for urban twelfth grade glrla

when compared to the deviation of the mean soore for

151

rural twelfth grade girla that lurr* gone steady fro®

tha total mean score for rural twelfth grad© girl®

1, urban tvslftb grade girl® that have sot gone steady

from tli# total mean score for urban twelfth grade

girls «!**• eonpared to th® deviation of tb® mean

scert for rural twelfth grade girls that have not gone

steady from fh# total mean score for rural twalftb

grade girls

fabit XL? present® the information relatira to the devi-

ation of tb® mean total score for these dating frequency m i

pmMt dating praotiea groups#

TABLE KM

m v u n m or tax nux m b i t a l mwmn soon foi truux *w h f * h GRADE GIRLS COXPARBD TO TH2 DEVIATION OF 1HE MBAS SOOBX IOB

E0HAJ, TWB&TTU GEADI GIR1S W W BOTH GO 8X1491, 9Afl KBG0LARLT, M f B FlSQflifLT, SELBOM OR SfSflB DATS,

HAVI GOIl StXADT, 48B 8AY1 lOf GOME SfEABI

Residence, Grade, Sax, and Dating Frequency o r fast Dating Praotles

I Mean d of Mental Maturity Soore

% £ m P

¥ 12 6 GS 56 -•0J21 i 16.39 I 12 G GS 22 -.0363 14 .84 .0010 76 >.9 U 12 0 i)E .20 .0000 14 .19

76

B 12 G DR 19 ,0263 18.05 *0049 37 >.9 0 12 G DF 20 .0000 16*70

37 >.9

1 12 G IF 6 •0000 12.46 .0000 24 >•9 U 12 G SID 42 -.0333 17.01

>•9

1 12 G SUB 15 •0000 17.72 .0063 55 >.9 0 12 G H6S 99 .0242 17.13

55 >.9

a 12 a a s s 42 -.0214 17.56 . 0008 139 >.9 0 12 G HUGS 39 -.0230 14.65

139

1 12 G BSGS 20 .0000 15 .44 .0055 57 >.9

132

from the data preeeated In Table XLV, th« null hypothtsis

was accepted and the original hypoth«»l« rejected.

(7) Shore was so sigaificaat difference on the mess seore

0m each of t&# twelve measures, the total personal adjust-

ment, the total social adjtisti&eat, and the total adjustment

on &SL ttSl *©**

i« tenth grade boya that go steady vhoii compared to


a, date regularly

Table XLTI presents the information relatlre to tho moaa

scoree for thee© two dating frequency groups.

U B M SO 011S 01 fES GBAD1 BO IS f H f

fAB&S ILVI

QA&lfOMIA TBBT Of mSOIAfclfl fOR fEKfS OOlflADT 079£U»> ¥ O B » f H S l A D I BOIS

flAS DATE EXQVLASLT

_ 1 $ J U }B T10.. B. 3 m x . . .. Component least1

&D Moan BJj"" 1 f # or total Score Seor®

BJj""

S»r«l* 9,04 2.62 9.96 2*57 - .1707 *9 Per. ¥th. 11.27 a. 59 11*44 2*62 - .2479 *9 Ber. Fdm. 11.19 2.77 12*00 1.92 -1*2515 *3 Belg, 11.08 3*17 12*80 1*96 -2*3705 *02 Wd» fd* a.TT 3.49 10.28 2*39 -1,7741 *1 l*r« s. 9.49 3,00 ! 10.88 2.49 ** 1 • 8875 ,1 Per* Adj. 61, as 14.02 67.00 9*56 ~i*7«9S *1 Soe. Sn. 12,41 3*28 ia*44 2* 12 * *0458 >.9 Soc. ok. 9*73 3*11 10*32 2.51 • *7784 *5 A* a. Td. 9*51 3*29 10,60 £.48 -1*3795 *2 fa. fitl. 10,16 3*39 11*79 2,06 -2*0892 *05 So. Etl• 9.95 3*04 tO* 24 2.05 «* . 4163 *7 Om. f:el. 9.41 3*09 11*00 2*24 -2*1755 *05 @00* AdJ# §1,14 15# 64 66.80 7*99 •1*6424 *2 total 122*35 27*89 133.76 16*06 «1•8185 *1

* 196 degree® of 3 freedom

153

An analysis of I&bl® XLVI reveals some significant differ-

ences. Those that date regularly scored significantly higher

©a belonging, faatly relations, and cosaunity relations, ffc®

null hypothesis was rejected* and the original hypothesis was

rejected, for the di£ffre»e«s on these thrt® component®. for

all other differences, the null hypothesis was accepted and

the original hypothesis wan rejected.

b» date frequently

fable XLVII presents the information relative to the mean

scores for these two dating frecjuenoy groups.

MU8 BCOSES 01 §EA3E BOYS 1

f ABXJB X1VII

mm SO SSBADT0< WAT mm FBSQBMfLT

toi x s m m B0T8

19 » GS IV® Component MSMii— ' ' § | > 'Wean % & or Total Score Store

%

8-rel. 9.84 2.62 9.60 2.40 .3954 .7 Per. fth, It.2? 2.59 11.63 2.98 - .5384 .6 Per. Ida. 11.19 2.77 11.54 2.31 - .5687 .6 Selg. 11.08 3.17 12.74 2*17 •2.5434 .02 14. Xd* 8*77 3.49 10.06 3.41 -1.5745 «2 ler. I. 9 A9 3.00 9.86 3.44 • #4010 # T Per. Adj. 61.22 14.02 65.43 13.22 -1.2916 . 2 800 • Sn. 12.41 3.28 13.17 $.90 -1.1875 .3 Soo. Sic* 9.73 3.11 10.29 2.83 - .7007 »5 A-s fd. 9.51 3.29 10.20 3.30 - .8705 • 4 Wm» Rel• 10.16 3.36 11.06 3.13 -1.1527 *3 So. Eel» 9.95 3.04 10.23 2.17 - ,4457 .7 Cau Kel. 9.41 3.09 10,60 2.97 -1.6458 .1 S96. Ad j * 61,14 13.64 65. BO 13.05 -1.3511 .2 total 122.35 27.89 132.03 26.46 -1.4875 .2

* 196 degree® of freed©*

154

At analysis ©f fable X&TIX reveals a significantly higher

score 0m belonging for tenth grade boys that date frequently

compared t@ those that go steady. the null hypothesis me

redacted for ttee difference between the groups ©a thl® section

of the test* the original hypothesis was alio rejected, for

this component, For all other dlfferenoeSf the Bull hypothesis

m» aeoepted mi the original hypothesis remote*.

c. seldom ©r sever date

fable XIVIII presents the Information relative to the

3»e&n score® for these two dating frequency groups,

SABLS XL7III

M1A1 SCORES 01 fHI CALIfOBHIA » § f OF PIRSOMilfl fOE f W f l ' 0BAPI BOYS tin @6 § t M W mmm mrmmrmmM IOIS

flAf 8X1*0 OK 01 HSVER M f l

Component or total

S-rel. fer, Wth# fer* fdm. Belg • Wd, Id, Her. fer# doc. if. See* siu A** 8 Idi Pa. Eel• So, Eel. Cm. lei* Soc« Aid j , fetal

9,84 11.2? 11.19 11.08 8.77 9. 61

.49 ,22

12.41 9.73 9.51

10*16 9.95 9.41

61.14 122,35

2.62 2.59 2.77 3.17 5*49 5.oo

14.02 5.28 5.11 5.29 5.56 5.04 5.09

15.64 27.89

9*07 10.25 fO.67 10.17 8.79 9.57

51.91 15.09 8.70 10,00 10.04 9.56 10,00 61.55

120.17

2.41 2.74 2.52 5,07 5.18 2.71 12.65 2.05 2,77 5.52 5.45 2*77 5,09

12.09 22,46

19 MM. Mean Score

»D „y Ill, Mean Soere

1,6151 1.9908 1.0400 .6220

• .0624 ,2185 .9165

•1,4516 1,8656

• .7609 #1865

1.0699 - ,9944 • ,0@4§

,4716

• 2 .05 , 5 •6

>,9 #9 .4 • 2 .1 . 5 . 9 . 5 . 4

>,9 .7

* 196 degrees of freedom

155

to analysis of fable XLVIXI reveals a significantly

higher soors on personal worth for tenth graft* boy® that go

steady compared to those that seldom or airir Sat®*, the null

hypothesis and the original hypothesis were rejeoted for the

dlfferenee between these t m group® ©a this ooaponent, tor

all other differences In the components and totals between

these two groups, the sail hypothesis was aeoepted and the

original hypothesis urns rejected.

1# tenth grade hoys that have gome steady when ©empared

to tenth grade hoys that have not gome steady

fahle XI»IX presents the Information relative to the mean

scores for these two past dating practice groups*

fJkMM XL1X

Mil SOOIizS 01 fffi CALIFQSKIA TEST Of rWkTWmWtmifmmm

f 01 TBUfH sham B o r s l & f T O f l l s l i M f f W W

0E&BE lOfS f«Af HA¥S lOf SOU SfMSf

Component or total

J.S J, Keam Score

H««n^ P % Store

& F

S~ret« Per, Wth. Per. fdtt* Belg. Wd. ?d« Her. S. Per. Mj* 3oc. Siu Soe. lk* A-s. fi. ftt. Rfil. So. Bel* Ga, III. 8oc. Ad J* total

9.41 11.10 11.18 11.76 9.27 9.58 62.1 a 12*64 9.58 9.83 10.43 9.81 9.9® 62.35 124.60

2.57 2.81 2*42 2.32 3.49 2.94 13.29 2.49 2.78 3.09 3.20 2.59 3.01 12.55 24.83

9.42 10.31 10.91 10.71 9 AC 9.81 60.35 13.35 8.97 10.35 10.49 9.57

10.36 63.52 123.87

2.36 2,72 2.66 3.12 2*94 2.88 12.56

91 08 45 45 79

3.02 13.17 23.23

• .0314 1.9136 .7054

2.4064 .4379

• .5432 .9112

•2.0671 1.4370 •1.0756 • .1203 .5979 .8523 .6136 .2028

•198 degrees of freedom

>.9 * 1 .5 .02 .7 ..6 • 4 .05 .2 .4 >.9 .6 .4 .6 .9

156

to analysis of fab!® XLIV reveals significant differ-

•noes between tenth grade boys that have gone steady compared

to tenth grade boys that have not gone steady. She boys that

have gone steady scored significantly higher on belonging*

The boys that have not gone steady scored significantly higher

on soolal standards. She null hypothesis was rejected for the

differences betireen these two groups on belonging and social

standards# the original hypothesis wag accepted for the dif-

ference between the two groups on belonging* The original

hypothesis vas rejsoted for the difference betireen the two

groups on soolal standards*

the null hypothesis was accepted, and the original hypoth*

esls rejected., for the differences on the scores for the two

groups except for belonging and soolal standards, there were

other differences worth noting but moms were significant* fhe

boys that have gone steady had a scan score higher on personal

worth than did the boys that have not gone steady# this dlf*

ference did reach the .1 level of significance* The mean

score on personal adjustment was higher for those that have

gone steady and the ®#an seor® on social adjustment was higher

for those that have not gone steady, fher® was less than on#

raw scor® point la difference on the total score for the two

groups*

0* tenth grade girl® that go steady When compared to


a* date regularly

157

fable x> preeeate the information relative to the mean

scores for these two dating frequency groupe.

SABLE L

M M 1 SCOK:;s 01 S I CMIffffiMft till fit M M m m fOl O K S GMAJtM &XKLS fHAf SO SflAJT COMPAISB fO VKStH GRADE 6ZHLS

THAf BAfl EEGOURIT

jHwein.. Mrtni tmrnm . ... >m

10 0 m 10 @ DB Goiapoaent Mean

iX-L1Wi ul • %

Mean t p *

or t o t a l Score Score

6 - r e l . 9*06 2.40 9*54 2 .42 - *8956 . 4 Per. Hth* 11 *06 2 .85 11.68 '2 .30 -1 .0540 . 3 t e r . Fdm* 9*39 3 .16 10.27 2.81 -1 .3116 • 2 Belg. 11.29 2 .95 11.81 3.01 - .7875 *5 i d . i d . 8»29 3 .10 9 .00 3 . 0 8 -1.0342 • 4 fier. S. 8 . 8 8 3 .34 8 ,05 3# 05 1.1530 • 3 Per. Ad 3# 57*94 13.10 60.3B 12.32 • .8464 • 4 $ee, Sn. 13,73 1.66 14.08 1.21 - 1 . 0 7 3 8 . 3 Soc. 3k. 10*85 2 .69 11.43 2*35 -1*0239 . 4 A—®* fd* 10.25 3.21 10.70 3*27 • .6316 .6 Im# Eel* 9*42 3 .56 11.4® 6 .66 - 1 . 8 1 6 7 .1 So. 1*1. 10.04 2 .86 10*65 2 . 6 3 - .9927 . 4 Cm, Bel. 10.23 3 . 0 3 10.86 2 .47 -1 .0251 . 4 8@e» M J # 64,67 12*96 68*59 11.41 -f#4414 . 4 f e t a l , 122,67 15.19 137.08 $4 .53 -1*6016 .2

• 196 degrees of freedom

An analysis of fable I reveals a® significant difference

on the scores for tenth, grade girls that go steady compared

to teath grade girls that date regularly* The sail hypoth-

esis w e a«eej>ted for the differences on all components mi

totals for tenth grade girls that go steady oonfared to

tenth grade girls that date regularly# fhe orlgiaal hypoth-

esis wae resetted for the differences between these two gre4#®

on all components and totals.

150

b* data frequently

fable LI pre®«mts the information relative to the ataa

scores for these two dating frequency groups*

ftfik & "Sffll1'!?' "as *r «#*•

xmXIM LI

HEM SOOfilS 01 H I WiffPfiTO S M I Q£ M M f W A H n f01 fMfl §MBI GI1LS MAf #0 SflADT C0MME1D SO fllfl GEAM GIRLS

fHAf SATS FSEQfllKLX

io a as -tO S M V* Component Mean Si) " m 1 V*

or Total Score Score

S-rel. 9*06 2*40 0 J? f |

O* 68 2.47 ,6681 #6 Per. 1th* 11 *06 2*85 11*81 1.86 •1*2958 • 2 Fer. fdsu 9.39 3*16 10*46 2.82 •1*5331 *2 8#Xg* 11*29 2*95 11.59 2.46 - *4726 *7 Vd* *d. 8.29 3*10 9*06 2.84 -1.1103 *3 ler* 3. 8.88 3.34 9*44 2.49 - *8028 .5 Per* Adj. 57*94 13*18 61*06 9*38 -t•1447 .3 Soc, Sn. 13*73 1*66 14*00 1*45 - *7420 .5 Soo* Sic• 10*85 2*69 11*03 2*49 - .2930 .8 A-e. Yd* 10.25 3.21 10*84 2.50 - .8714 *4 fa. tel. 9*42 3*56 10*19 2*88 •1.0087 .4 Sc. lei* 10.04 2*86 10*69 1*53 •1.1567 .3 Cm. lei# 10*23 3.03 9*81 2*60 .6289 *6 Soc* Adj. 64*6? 12* 96 66.56 7*76 • *7340 *5 total 122.67 25.19 127*94 15*19 -1*0487 .3


An analysis of Table LI reveals a© significant differ ©mot

on the scores for tenth grade girls that go steady compared to

tenth, grade girls that date frequently* the null hypothesi®

•was accepted for m e differences on all component® and totals,

fhe original hypothesis m e rejected for the difference® on

all components and totals between tenth grade girls that go

ateady and those that date frequently#

159

o. seldo® or aever tote

Table LIZ presents the information relative to the meas

•cores for these two datiag frequency groups.

TABLE LZI

M1AI SCORES 01 aRADB GIJBLS waianrajn' f o

fHAf SELDOM OR SSflH M ? B

«X f01 fBVfK feebs ozsls

to 0. m r. to. a SID Component M*k ~ % Mean % t

mm P*

or fotal Score Score % t

mm

8-r§l. 9*06 2*40 8.65 2.33 .9563 .4 Par. Wth. 11.06 2.35 10.94 2.47 .2569 .8 Per# 14»» 9.39 3*16 9*B9 3.25 -• «8433 .4 Btlg« 11.29 2.95 11.51 2*19 — >4692 .7 W4, fd. 8. 29 3«10 a. 58 2*97 - .5191 .7 ler# S# 8*88 3.34 9.05 2.79 • .315! .8 ftr# Adj. 57*94 13*18 58.71 11*16 - .3543 . 8 soo. sa» 13.75 1.66 14*84 6.74 -1.1180 .3 See. Sk* 10# 85 2.69 10.36 2.48 1.0529 .3 A-l. fd« 10-25 3.21 10.94 2.95 -1.2390 •3 Fa* lei. 9.42 3.56 i 10*41 3.68 •l«4954 .2 So* lei. 10.04 2.66 10.72 2*19 -1.5156 . 2 Cm. Eel* 10*23 3.03 10.67 4.46 - .6100 .6 So®. Ad 3. 64.67 12.96 66.58 10* 12 - ..9302 .4 total 122.67 25.19 128.82 39*10 - .9714 .4

* 196 degree® of freedom

to analysis of fable M X reveal® bo significant dlfftrtmee

on th# scores for tenth grade girls that go steady ©oapartd to

tenth grade girl® that seldom or mtvar date, the amll hypo-

thesis m & aooepted for the differences oa all component! aad

totals* fh® original hypothesis waa r#3«©te<t for the differ*

«so«» oa all compoaeats and total® between tenth grade girls

that go steady and those that seldom or never date#

m

D* tenth grade girls that have gone steady ulien o©aipared

to'tenth grade girls that have mot goae steady

fable X>III presents the Information relative to the mean

scores for these two past dating practice group®*

TABLB LI XX

MUT SOOBES 01 dB&Bl QIELS"

@14111 ®l%m flAf HATI

£ §O»B sfmsf

fOS fSltl Txnn «$» <MRpi «•*<§*

Component 1Q..A ..is# ..JO..0 1 OKI

p# Component Was Hear "

p# or total Score Score

"

S-rel* 8.93 2*14 8*89 2*41 ,1468 *9 Per* Vth« 11*28 2,49 11*19 2*44 *2469 *9 Per. fdsu 9*75 3*25 10*29 2*78 -1*1703 *3 Belg. 11*40 2*77 11.76 2*23 - *9232 *4 «&• fd» 8*58 2*99 $*ai 3*05 ->5109 *7 Ker. S* 8,59 3*15 9*43 2*50 *1# 9058 *1 Per. MJ* 58*61 12*19 60*35 10*93 «» #9813 *4 Soc» Sn» 14*38 5*51 14*14 1*28 *3600 • 8 $@0* 8k« fo»eo 2* 42 10*75 2*76 *1130 >#9 A"»s* 9d« 10*3? 3*25 11*36 2*42 -2*2210 *05 ?m* Bel* 1<M9 4*68 10*60 3*54 - *6341 *6 So* Bel• 10*33 2*43 10*93 2* 26 -1*6928 *1 Offi* Bel. 10.51 4*02 10*39 2*57 .2287 *9 @00* Adj. 65*74 11*16 67*87 10.16 -1*317® *2 fatal 126*76 34*91 132*38 41,27 -1.0130 .4

* t98 degrees of freedom

in analysis of fable ifXX reveals that the tenth grade

girls that have not gone steady stored significantly higher

on the a&tt-soelal tendencies eempoaent than did those that

have gone steady, for the difference between the two groups

on this component of the teat* the null hypothesis was rejected

and the original hypothesis was rejected, for differences la

161

In all> other components and totals» the nail hypothesis was

accepted and the original hypothesis w s rejeoted.

E» twelfth grade boys that go steady uhen compared to


a. date regularly

Table LI? presents the Information relative to the aesn

scores for these two dating frequency groups#

TABLE LIV

KJAI SCOSSS 01 THI OALIFOBBIA amm ioxs mmm

THAT OATS REG0LABLT

IALITY FOE TWELFTH 7*601498 BOIS

G8., ,1.2,. ..8 ...M Component ' lean Mean s© Jl or Total Score Sucre

Jl

s-rel. 1 0 . 1 9 2*46 1 0 . 1 4 2 . 3 9 . 1157 .9 Per. Vth. 11*76 £.51 1 1 . 7 2 2 . 7 6 . 1 3 9 2 . 9 Per. fdia. 11 .91 2 . 5 7 1 1 . 6 7 2 . 3 6 . . 4997 .7 Belg. 12*46 2 . 5 2 12 .35 2.73 . 2165 .9 Wd* Td. 10 .16 3 . 2 5 9 .61 3.36 .5501 . 6 fer. s. 10.46 3.35 9 . 6 5 3 . 6 2 1 .2012 . 3 Per. AdJ# 6 7 . 2 6 12 .72 64.02 14 .13 1 .2563 . 3 Sec. 3n. 13.05 2 . 1 6 13 .14 2.16 "* . 1 9 9 8 . 9 Boo* Sic. 10 .89 7.61 9 . 8 8 2,88 . 8123 . 5 A-s* Td• 10.28 3 . 3 2 10 .33 2 . 8 3 - .0780 .9 fa* lei. 1 0 . 7 8 3 . 5 7 1 0 . 3 0 3.63 . 6803 .5 Sc. -Eel* 10 .59 2.44 1 0 . 0 0 2.47 1,2510 .3 Cm. lei. 10 .21 2 . 8 0 1 0 . 3 3 2 . 5 4 • . 2226 .9 S©0. Adj. 6 4 . 8 2 13.28 63.88 12.11 . 3742 .8 *o t«X 132 .22 2 4 . 0 9 ' 128 .07 23.67 .8921 .4


An analysis ©f Table LXY reveals no significant differences.

The null hypethesis was accepted, and the original hypothesis

was rejected, for the differences between the two groups*

162

b« data frequeatly

fab le M presents the information r e l a t i v e to th« aeaa

store® f o r the®© two dating frequeiacy groups.

MSAI SCOftlf 01 ®E 0, GEADI BOIS f a l l s

TABLE LY

' U f f i l k f [ FOE TtfUKH tBADS BOTS

fHAf MfS t X W W f L f

Component 12 B . §S 12 B SF

Component ne&a • "®s S5j> 1 V* or f e t a l Score Score

S5j> 1

s - re l* 10* 19 2.46 10.26 2,30 - .1385 • 9 f e r , Wtfcu 11.79 2.51 12,18 2.50 • .7292 .5 Per. Mm. 11.91 2.57 11.88 2.19 •0665 .9 Belg * 12,46 2.52 12.67 3.03 » .3854 .7 »d. f d . 10# 16 3.25 11.09 2.49 <•»! # 4466 *2 Her. S. 10,46 3.35 10*62 2.79 ~ .2380 .9 ?ir» Adj. 6? #26 12.72 68.65 11.77 • .5298 .6 3oe« Sa. 13*05 2.16 13.24 2.11 - .3987 .7 Soc. flk» 10,89 7.61 10.44 2.68 *3300 .8 A-®* Id# 10,80 3.32 10*71 2.64 • #6409 .6 ft#. fiel • 10.T8 3.57 11.79 2.75 -1.4512 .2 So* 1 # 1 . 10*59 2.44 10.94 2.33 - .6785 .5 Gnu Eel. 10.21 2.80 10.38 2.88 - #2928 . 8 Soc. Bel, 64.82 13.28 67.65 10.56 -1.0789 .3 t o t a l 132.22 24.09 136.29 20.85 * ,8380 .5

* 196 degree® of freedom

An analys is of fab le Lf r w i s l i ao e ign i f i can t d i f f e r -

ences between tfee eoore* of twel f th grade beys tk&t go steady

whea compared to twel f th grade boys t ha t date f requea t ly .

a n i l hypothesis m i accepted and the or ig inal Hypothesis m s

r e j ec t ed . ©»• date f requea t ly group &ad ktgher total® titan

did those tha t go steady but aoae of the scores revolted a

s ign i f i can t l e v e l .

163

o* eeldoa or never date

f&M.e LVI preeenta the Information relative to the mem

scores for theae two Sating frefm«a@y groups*

TABLE LYI

MM M

fHAf SSIiBOM 01 S1VE1 Mfl

Component or total

I I MM Score B

, R J Mean Score

If" P*

S**rel . Per* Wth. ftr. fdsu lelg* Wd. id. Hw4 S< J? or • Ad J * Soc. Sn» Soc. Sk. A-e* fd. fa* fiel. m* iei. 0m. Eel, Soc. Adj. total

10,19 11.T9 11.91 12.46 10*16 10.46 67*26 13*05 10* S9 io . as 10.78 10.59 10.2! 64.32

132.22

2.46 2.51 2.57 2.52 3.25 3.35

12.72 2.16 7.61 3.32 3.57 2.44 2.80

13.28 24.09

10.47 11.49 11.61 11.53

9 .51 9*92

64.78 13.31 8.86

10.43 11.68 10.61 9 .47

64.25 129.04

2* 44 2.32 2.41 2.59 3.23 3.27

11*61 2.25 2.31 3.46 5*72 2.40 3*14

12,20 21.85

- *6101 .6 .6703 *6 *6681 *6

1.9707 *05 1*0963 *3 .8755 *4

1*0944 *3 * * 6362 .6

1*8260 *1 - .2461 .9 -1*0730 *3 - .0236 >.9

1.3564 *2 *2381 .9 .7437 .5


An analystt of fable m i reveals a significantly higher

eoore on belonging for the boy» that go eteady compared to

thoue that seldom or never date, the null hypothesis me

rejected, and the original hypothesis accepted, for the dif-

ference between the two groups on this component* For the

differences on other components and totals, the null hypothesis

164

m e accepted and the original hypothoila » ® r©3®et«d bat*®®®

th.ee® two groups.

f» twolfth grade boys that have goat steady nli«** compared

to twelfth grad© boys that have not goae steady

fable L?II presents the iaformatioa relative to tH# mean

scores for thes© two past dating practice groups*

TABLE LTIX

B B r r a F f i a w so: BOTS THAT MATS lOf SOBS STBADI

Sat PEKSOMALITY f01 JWELFfH SHADS H W

12 B ms 12 11 fflGS Oompoaaat mem. ' m Meaa U' % % P* or fotal Bmm Seor#

S-rel. 10*31 2.40 10.17 2.45 .3565 *8 Ptr. wth. 11.93 2.38 11.41 2.80 1.3337 *2 Per, fda. 11.91 2'. 45 11.51 2.36 1.0726 .3 Belg. 12.63 2.24 11.38 3.37 3.0770 .01 Wd. fd« 16,19 3.14 9.83 3.31 .7601 .5 Her. S. 10.31 3.37 9.87 3# 22 .8675 .4 Per. Adj. 66.98 12.18 64*41 13.70 1.3227 «2 Soc, Sa. 13.21 2*11 13.08 2.31 .3969 .7 Soc. 3k:. 10.62 5.73 8.90 2.94 2.2313 .05 A-». fd. 10.20 3.21 10.82 3 .09 -1*2787 .3 ?m. t«l. 11 *11 4.45 11.01 3.48 «1466 .9 So* Eel. 10.59 2.24 10.39 2.82 .5209 .7 Ob* Hal• 10.25 2.85 9.68 2.88 1.3078 .2 Soc* Ad J• 65.32 11.76 64»16 13.65 .6135 .6 fotal 132.34 21.78 128.75 25.54 1.0208 *4

• 198 dag*a#» of fratdom

M a»aly®iB of fable Mil revaals eigalflomnt difftraaees

b® tire ©a twelfth grade boys that have gone steady compared to

m

twelfth grade boys that have not gone steady* Those that

have gone steady scored significantly higher m belonging

and m social •kills* Far differences that existed between

the two groups on these two components, the null hypothesis

was rejected and the original hypothesis was accepted, for

differences that existed on all other components and totals

for these two groups, the null hypothesis was accepted and

the original hypothesis was rejected.

Data in fable LVII reveal that the mean score on all

the measures except one, anti-social tendencies, was higher

for twelfth grade hoys that have gome steady compared to the

twelfth grade boys that have not gone steady, Only two of

these were significant. Since all store® but one was higher

for one group v this one group could he considered to have a

higher adjustment soore than the other* This can be con-

trasted to the tenth grade boy® that have gone steady and

have not gone steady* The tenth grade boys that have gone

steady had a higher nean soore on eight of the fifteen measures

while those that have not gone steady had a higher mean on

seven of the fifteen measures. There were two significant

differences between the tenth grade groups, eaeh of the group®

having one significantly higher score. With the twelfth grade

boys both of the significantly higher scores were wade by

those that have gone steady and had a higher score on fourteen

of the fifteen measures.

166

®. twelfth grade g i r l s that go steady when compared

to twelfth grade g i r l s that

a* Sate regularly

table Mill presents the information relative t® the

mean scores for these two dating fretueaey groups.

KEJJ SCOEBS 01 GRADE 0IKX*S $El

TABLE m i l

fHAT MfB HB99LASLX

If FOB. t w w m Thuldh ©lias

Component or total

u 12G . m t o -IK-t p# Component

or total Jffwl Score

H lean Soore

% t p#

S~rel« 9*78 2.49 9.94 2.45 - .3398 .8 Per. wth. 11 #73 2.65 11.82 2.63 - .1712 .9 Per, Fdau 11.08 2.62 10,69 3.03 .7034 «5 Eelg. 12.32 2# 54 11.59 2.01 1.4002 .2 Wd. Td. 9# ST 3.08 9.92 6.57 - .0569 >.9 » « • S. 9# 55 3.24 9*44 2.69 .1899 *9 Per• Adj* 64*60 12.66 61.97 14.45 .9998 .4 Soe. a&» 14,10 3.55 14.33 • 92 - .9515 .4 Soc« 3k. 11*04 2.57 11.94 i .99 *1.9218 .1 A**@ # Td • 11.36 8*62 11.05 2.96 .5678 •6 9n* Eel* 10.82 3.50 10.53 3.71 .3985 *? 3c. Kel» 11.29 2.24 i n t o 2.49 .4170 «7 On. Bel* 10# 64 4# 70 10.51 3.02 .1535 .9 Soc . idj* <18# 91 11.65 69.53 10.37 • .2824 .8 total 137.88 37.31 139.69 •48.25 - .2951 .8

• 196 degrsse of freedoa

l a analysis of fable LVIXX reveals that a© s ign i f i can t

differences existed between the scores made by twelfth grade

girls that go steady compared to the scores made by twelfth

grade girls that date regularly# For the difference® that

existed m a l l eoapoaents and t o t a l s between these two group®*

16?

the n u l l hypothesis was accepted and the o r i g i n a l hypothesis

was r«3#®t»4*

b. date f raqusa t l y

Tabl t LXX prasanta tha Informat ion r a l a t l r a to tha moan

aooras f o r thaaa two Sating frequency group*.

fAB&l I»IX

Ml&B SOOSES 01 |H1 OA (JEABS OXBLS f i a f l H r

tfi i OM MISS f

fBAf mm mmmsThi f 01 T¥EI»Ffl

&u>B t i n s

Component or t o t a l

rr- 12 (J GS DF i Component

or t o t a l Mean Score

SB " ' 'Mlafi, . Score

'S© '• i

S-ral« 9,78 2,49 10.08 2,23 mm *5302 ,6 Per* wttu 11.73 2.65 12.73 1*§5 m | *7650 *1 Par* fdra* 11.00 2.62 11,34 2,21 m .4661 *7 Belg. 12*32 2.54 12.54 2,83 * # .3639 ,8 ttl* td« 9. ST 3,08 10.53 2,87 m • 9630 *4 Sar. 3. 9.55 3*24 9.46 2.79 .1252 >.9 f a r * A#|, 64.60 12,66 66.80 9.71 ,8040 *5 Soc, Sn, 14.10 3.55 14,35 • 99 .8355 .5 Soo, Sk. 11,04 2.57 11,69 2,28 *1 ,1416 *3 A»»* f d . 11*36 2*62 11*96 2,31 -1 *0344 *4 fa* t e l . 10*82 3.50 11*34 2,47 m *7006 .5 3c. Ee l . 11*29 2,24 11*61 1*94 m *6455 .6 0m* l a l « 10,64 4,70 10,69 2.48 ** *0526 >.9 Soc. M J . 68.91 11*65 70,92 8*38 mm *8056 *5 f a t a l 137.28 37.31 137.69 16.34 - *0536 >*9

• 196 dagrats o f f r ta io®

An analysis o f fable t i l reveals tha t no s l gn i f l ean t d i f -

ferences axlstad teatwaan the two gromps. f o r the d i f ferences

that i z l i t e d on a l l components and t o t a l s between these two

groups, the a n i l tiypothasia was aooaptal and tha o r i g i n a l

pothesis was re jec ted .

168

©* seldom or never date

fable LI presents the Information relative to the mean

scores for these two dating frequency group®#

TABLE IX

m

THAT SBLBOM OE SEVBfi DAT!

t f01 TWELFTH \mm QXMIS

12 G, -SS...- 12 § ..Ml Component ' lean • sD ' Man SB" i P* or Total Soore So ©re

S«»rel* 9-?8 2.49 9*28 2*35 1*1725 . 3 Per • Wtfc* 11.73 2.65 11.14 2.34 1*3322 *2 Per . Ida# 11.. 08 2.62 10.28 3*65 1*4631 *2 lelg* 12.32 2.54 11*59 3*37 1*4113 • 2 Wd* Td. 9.87 3.08 8,05 3*40 3*2182 *01 ler# S* 9.55 3*24 9.26 2.90 *5288 *6 Per. Adj. 64.60 12*66 59*82 13*56 2*0853 *05 So©* Sn* 14*10 3.55 14*19 1*26 » *3911 #7 Soc. Sic* 11.04 2.57 10,14 2*49 2*0131 *05 A~s* Td* 11.36 2.62 11.47 2*93 - *2367 *9 f®. Eel, 10.82 3.50 10*38 3*78 *6822 . 5 Sc. lei.' 11.29 2.24 10*73 2* 15 1*4427 • 2 Csu Eel. 10*64 4.70 9.33 2*81 1*8533 *1 Soo. Ad j. 68# 91 11.65 66.47 10*49 1*2415 *3 Total 137.28 37.31 126*89 22.68 1.8511 * 1

* 196 dtgrees of freedom

An analysis of Tabl® M reveals that the twelfth grade

girl® that go steady scored significantly higher on two com-

ponents and one total* The null hypothesis was rejeeted for

the difference© that existed between the two groups on with*

drawing tendencies {freedom from)# the personal adjustment

total# and anti-social tendeneles (freedom from}# The original

169

hypothesis was accepted. for the difftroaoti that existed

on all other components and totals, the mill hypothesis was

accepted and the original hypothesis was rejected.

H. twelfth grade girls that hair# gone steady when mm*


steady

fahis LX1 presents the Information relative to the mean

scores for these two past dating practice groups#

SABLE LXI

mm scorns ox GRADE SIBLS

iSOlALlfl I0& fWILfTH I © fteffl 5MDB

9X81* THAf HA¥I lOf G0N1 8fSABT

Component or total

12 0. «KL 12 G mm 1 P* Component

or total liaa Soors

Mean Seore

' ®i 1 P*

s-rsl. 9*74 2« 44 9.64 2.39 .2469 .9 Per* Wtfc. 11.78 2.58 11.54 2.33 .6067 .6 Per. fdau 10*92 2.98 10.53 3.06 .8619 .4 Belg. 12# 09 2# ?9 11.78 3.17 .6883 .5 Wd. fd. 9,68 4.49 8,89 3.19 1.2108 .3 1ST* S. 9.45 3.10 9.39 2.69 .1374 .9 Per• Adj. 63.45 13.27 61.98 12*94 .7130 .5 so#. sn. 14.18 t.28 14.27 1.04 • •4966 .7 Soe. 3k* 11.38 2.47 10,27 2.41 2.8748 .01 A-S. fd. 11.29 2.69 11.69 2.90 - .9420 .4 fa. Rel. 10.78 3.59 10.54 3*39 .4323 .7 8c. Itl. 11.29 2.22 10.76 2.28 1.3341 .2 Oat. lei. 10.43 4,06 9.83 2.68 1.0299 .4 Soc. Adj• 69*06 11.41 67.50 9.09 .9217 .4 total 134.86 31.68 134.81 41 .04 .0082 \9 * 198 degress of freedom

An analysis of Table H I reveals that the twelfth grade

girls that have gems steady soared significantly higher on the

170

component social skills. The null hypothesis was reject#*!,

and the original hypotheeis was accepted, for the difference

that existed between the two groups on this opponent# for

the difference® that existed on all other eoupoaeate and totalis

the null hypothesis ma aoeepted and the original hypothesis

was rejected#

(8) there m e ao significant differenee In the delation of

the a m eoore on each ©f the twelve measures, the total

personal adjustment, the total social adjustment, and the

total a£ju«t»Bt on £&> WMteWfrft SSSt St ?«r»oaallty

for

A* urban tenth grade boys that go steady from the total

seam ©a each test score for urban tenth grade bey®

i&ea compared to the deviation of each mean score for

wral tenth grade boy® that go steady from the total

mean on eaeh test score for rural tenth grade boys

B. urban tenth grade boys that date regularly from the

total mean ©a each teat eoore for urban tenth grade

boys when compared to the deviation of each mean

score for rural tenth grade boys that date regularly

from the total mean on each test eoore for rural

tenth grade boys

Q. urban tenth grade boys that date frequently fron the

total mean on each test eoore for urban tenth grade

boys when compared to the deviation of eaeh mean

171

seere for rural tenth grade boys that date frequently

froa the total mean on each test score for rural tenth

grade boys

2. urban tenth grade boys that seldom or never date fro®

the total mean on each test soort for urban tenth

grade boys when oomparsd to the deviation of each

mean score for rural tenth grade boys that seldom or

never date from the total mean on eaoh test soore


1* urban tenth grade boys that have gome steady from the

total mean on eaoh test soore for urban tenth grade

boy© when oospared to the deviation of each mean

soore for rural tenth grade boys that have gone steady

fro® the total mean on eaoh test soore for rural tenth

grade boys

?• urban tenth grade boy® that have not gone steady fro®

the total mean on eaoh test soore for urban tenth


mean soore for rural tenth grade boys that have not

gone steady from the total mean on eaoh test soore


G. urban tenth grade girls that go steady from the total

aean on eaoh test soore for urban tenth grade girls

shea compared to the deviation of eaoh asean soore

for rural tenth grade girls that go steady from the

172

total aean on each test score for rural tenth grade

girl®

1, urban tenth grade girl® that date regularly from the

total mean ©a each test score for urban tenth grad©

girl* when compared t® the deviation of each mean

score for rural tenth grade girls that date regularly

from the total mean on each test near® for rural

tenth grade girls

I. urban tenth grade girl# that date frequently froa

the total mean on each test seer® for urban tenth

grade girls when compared to the deviation of each

mean store for rural tenth grade girls that date

frequently froa the total mean on e&oh test score

for rural tenth grade girls

J. urban tenth grade girls that seldom or never date

from the total mean on each test soars for urfc&n


each aean soore for rural tenth grade girls that

seldom or never date from the total mean on each

test soore for rural tenth grade girls

Km urban tenth grade girls that have gone steady from


grade girls when coopared to the deviation of eaeh

mean soore for rural tenth grade girls that have gone

steady fro® the total mean on each test score for

rural tenth grade girls

173

L. urban tenth grade girls that have not gone steady

from the total mean on each test ©core for urban

tenth grade girls when compared to the deflation of

each mean score for rural tenth grade girl® that have

not gome steady from the total mean on each test

teore for rural tenth, grade girls

M. urban twelfth grade boys that go ®teady from the

total mean on each test score for urban twelfth grade

boys when compared to the deviation of each mean

aeore for rural twelfth grade boy® that go steady

fro© the total mean on each test score for rural

twelfth grade boys

1# urban twelfth grade boy® that date regularly from

the total mean on eaoh test score for urban twelfth

grade boys when compared to the deviation of eaeh

mean score for rural twelfth grade hoy® that date

regularly froa the total mean on eaeh teat score for

rural twelfth grade boys

0. urban twelfth grade boys that date frequently fron

the total mean on eaoh test soore for urban twelfth

grade boys when compared to the deviation ©f eaoh

mean score for rural twelfth grade boys that date

frequently froa the total mean on each test score

for rural twelfth grade boys

i?» urban twelfth grade boys that seldom or never date

froa the total mean en eaoh test score for urban

m

twelfth grade boys when compared to th© deviation

of ®aoh mean score for rural twelfth grade boys that

seldom or never date from th® total mean on eaoh test

eeore far rural twelfth grade boys

Q. urban twelfth grade boys that have gone steady frm

the total aeaa on each test score for urban twelfth

grade boys when compared to the deviation of each

mean score for rural twelfth grade boy# that have

gone steady fro® the total mean om eaoh teat score

for rural twelfth grade beys

H. urban twelfth grade boys that have not gone steady

from the total aeaa on each test score for urban

twelfth grade boy® when compared to the deviation

of each mem. score for rural twelfth grade boys that

have not gone steady froo the total mean on each

test score for rural twelfth grade boya

S, turban twelfth grade girls that go steady fro® the

total mean on each teet score for urban twelfth grade

gtrle when compared to the deviation of each mean

score for rural twelfth grade girls that go steady

froa the total mean oa eaoh teet score for rural

twelfth grade girls

$. urban twelfth grade girls that date regularly from

the total mean on each teet score for urban twelfth


173

mean score for rural twelfth, grade girls that date

regularly fro® the total mean ©a each test score for

rural twelfth grade girl®

U, urban twelfth grade girl# that date frequently from

the total aean on eaoh test soore for urban twelfth


mean soore for rural twelfth grade girls that date

frequently fro® the total aean on each test score

for rural twelfth grade girls

V. urban twelfth grade girls that seldom or never date

froa the total mean on eaeh test soore for urban

twelfth grade girls when ooafared to the deviation

of each oean soore for rural twelfth grade girls that

sel&o® or never date from the total mean on each test

soore for rural twelfth grade girls

w» urban twelfth grade girl® that have gone steady from

the total mean soore on eaoh test for urban twelfth


mean soore for rural twelfth grade girls that have

gone steady from the total aean on eath test soore

for rural twelfth grade girls

X. urban twelfth grade girl® that have not gone steady

fro® the total mean on eaeh test soore for urban

twelfth grade girls when e©spared to the deviation

of each mean score for rural twelfth grade girls

176

that have not goa® steady fro® the total mean m

each test score for rural twelfth grade girl®

Information relative to the deviation of the scores on

the California feat of Personality for the#® dating frequency

and past dating practice groups are presented in Tables Mill

through XCV, Appendix 1. Since these tables were so long and

00 few significant dlfferenoes found, they were placed in the

appendix for reference.

A study of the twenty four tables reveals that the only

significant differences between the deviations of the test

scores are in fable LXXIX, a comparison of urban tenth grade

girls that date regularly to rural tenth grade girls that date

regularly. An analysis of fable LXXIX reveal® that three signif-

icant differences existed. The urban tenth grade girls that

date regularly deviated more on the components personal worth

and family relations than did the rural tenth grade girls that

date regularly. She null hypothesis was rejected for the dif-

ferences that existed between the deviations on these scores

for these two groups, fhe original hypothesis was accepted.

ffhe rural tenth grade girls deviated more ©a the component

social standards than did the urban tenth grt.de girls that date

regularly, fhe null hypothesis was rejected, and the original

hypothesis was rejected, for the difference that existed be-

tween the deviations on the scores for the two groups.

for the differences that existed on the dlvlatlons of the

scores for all other components and totals, the null hypothesis

177

was accepted, and the original hypothesis was rejected for

urban tiatb grade girls that date regularly and rural tenth

grade girls that date regularly, for til# differences ©a the

deviation of the scores ©a all eoapoaents and totals for

the dating frequency and pact dating practice groups gi*re»

in Hypothesis (8), A through X with the exception of l» the

null hypothesis was accepted and the original hypothesis was

rejected*

(3) There was no significant difference in the percentage

representation in the upper 20 per cent of the scores

obtained on the sooi©metric seal® fro®

A, the tenth grade population for hoys that go steady



B. the tenth grade population for hoys that date regularly



Q. the tenth grade population for hoy® that date frequently

when compared to their percentage representation In the

tenth grade population

D. the tenth grade population for hoys that have gone



2* the tenth grade population for girls that go steady



178

?. the tenth grade population for girl# that date regu-

larly when oonparei to their percentage representation

in the tenth grade population

a* the tenth grade population for girls that date fre-

quently when compared to their percentage rtpresentation


H* the tenth grade population for girl© that have gone



I. the twelfth grade population for boys that go steady



J. the twelfth grade population for boys that date



K« the twelfth grade population for boys that date



X». the twelfth grade population for boy® that have gone


tation in the twelfth grade population

M« the twelfth grade population for girls that go steady

when compared to their persentage representation in


K. the twelfth grade population for girls that date



0. the twelfth grade population for girls that date fre-

quently when coapared to their percentage representation

179

la the twelfth grade population

P• the twelfth grade population, for girls that hair# gone

sie&dj when compared to their percentage represen-


fa bit XXXI presents the information relative to the per-

centage representation for each of these dating frequency and

past practice groups#

TABLE LXIX

PEECJMAGI BEPBESSIIfAflQU XV TUB ITPP11 fWEMft $M QMT Of fit SOCffiEB 0B!i!SI9 0» fBI SOOXOMKBXO 80AM C0MMS1D

fO fill mciHTAG® RSPEESIIfATXOM XM fllll HBSPIC-fXVt WADS fOl tKVtS ASB T W E M m SHADE

Sf0J>MfS THAT 00 iflABT, SAfI SEGULABLr, BATE rtBQBSVfLY,

ABB HAVE GOVS STEADY

Grade» Sex, and Per Cent Per Cent In t P Bating Frequency In Upper 20 ;S or Fast Hating Grade of the Praetiee Population Socioaetrlc

Scores

to B as 9# 25 10.00 • .2100 *9 to i m . 6,23 5.00 ,4283 .7 10 1 BF 8.75 11.25 - ,7074 .5 10 1 HGS 32.25 18.75 2.4053 .02 to a as 12.00 13.75 * .4351 .7 10 G M 9.25 17.50 -2.1859 • 05 to a DP 8.00 7.50 • 1512 . 9 to G HQS 32.50 15,00 3.1306 .01 12 B GS 18,00 20,00 • ,4220 .7 12 B DR 10,75 10,00 ,1987 . 9 12 B DP 3,50 6 . 2 5 .6723 • 6 12 B HGS 3 4 , 2 3 31.25 . 5 1 BO .7 12 G GS 19.50 2 6 . 2 5 •1.3621 ,2 12 G DB 9 . 7 5 1 7 . 5 0 -2,0190 . 0 5 12 Q DP 6.50 6.25 ,0830 . 9 12 G HGS 3 5 . 2 5 4 1 , 2 5 *1 , 0 1 9 0 , 4

180

An analysis of fable LIU reveals significant differences

to the percentage representation la the grade population 00m*

pared to the percentage representation la the upper 20 per

eeat of the seorei obtained oa the sooioaetric scale for these

dating fre$ueaey •** past dating practice groups#

Tenth grade hoys that haw goat steady had a significantly

lesser percentage representation la the upper 20 per cent of

the scores compared to the percentage representation la their

grade-, for this difference, the mull hypothesis m& rejected

and the original hypothesis nas rejected.

The tenth grade girls that date regularly had a signif-

icantly greater percentage representation in the upper 20 per

cent of the scores, for this difference, the null hypothesis

was rejected and the original hypothesis «ti accepted# fhe

tenth grade girls that have gone steady had a signifloaatly

lesser percentage representation la the upper 20 per ©eat of

the scores on th® eoelemetrle scale# for this difference,

the null hypothesis was rejected and the original hypothesis

was rejected#

Twelfth grade girls that date regularly had a significantly

greater representation la the upper 20 per cent of the scores#

For this difference, th® null hypothesis was rejected and the

original hypothesis k m accepted#

for differences between percentages for the other groups*

the null hypothesis was accepted and the original hypothesis

was rejected.

181

(10) There was as slgnlfleant differenoe in the percentage

representation la the upper twenty per ©tat of the aoore®

obtained on the soeloaetrlc scale fro®

&• the tenth grade population for boys that seldos or



B« the tenth grade population for box* that have not

gome steady when compared to their percentage repre-


0. the tenth grade population for girls that seldom or



D. the tenth grade population for girls that hare not


sentation Is the tenth grade population

£• the twelfth grade population for boys that seldom or



f. the twelfth grade population for hoys that have not

gone steady when compared to their pereentage repre-


CL the twelfth grade population for girl® that seldoa

or never date Mien c©spared to their pereentage repre-


H. the twelfth grade population for girls that have not

1 8 2

g o a t s t e a d y w h e n c o m p a r e d t o t h e i r p e r c e n t a g e r e p r e *

e e n t a t i o n i n t h e t w e l f t h g r a d e p o p u l a t i o n

! a b l e K i l l p r e s e n t ® t h e i n f o r m a t i o n r t l a t i Y ® t o t h e

p e r c e n t a g e r e p r e s e n t a t i o n f o r e a c h o f t l a e s ® d a t i n g f r e q u e n c y

a n d p a s t d a t i n g p r a c t i c e g r o u p s .

T A B L E U I I I

PKBCEKTAGF, R E P B B S S W t A I X O K I K T I E B P P I ! f W W f l P I E O W t < f H I SOOESS G B S 4 J H S D 0 1 T H E S O O X O K f t l X O S O I L S Q 0 M P A B 1 B

SO T H E fmcmtmM B X P B E S E S T A T I O I f I I S B S Z B H S P I O f X ¥ I § B A B 1 * 0 1 f M f l A I D

T W E L F T H G B A D E S E T O E N S S f H A T S E L D O M 0 1 I 1 T O 1

M f S AMD H A V E HOT GOSS S f E A D T "

G r a d e •» B e x , a n d B a t i n g f r e q u e n c y o r P a s t H a t i n g P r a c t i c e

P e r G e n t I n

G r a d e P o p u l a t i o n

P e r C e n t i n U p p e r 2 0 $

o f t h e S o c l o a e t r i c

S e o r t ®

$ P

1 0 B 3 1 ! 2 5 * 7 5 2 1 . 2 5 . 8 4 0 5 . 4 1 0 B HSGS 1 7 . 7 5 2 8 . 7 5 - 2 . 2 6 3 2 • 0 5 1 0 G 3 1 D 2 0 * 7 5 1 3 . 7 5 1 . 4 4 0 2 . 2 1 0 Q I M S 1 7 . 5 0 3 7 . 5 0 . - 4 . 0 2 0 9 . 0 0 1 t a i s i p 1 2 . 7 5 6 * 2 5 1 . 6 5 3 2 • 1 1 2 1 HUGS 1 5 . 7 5 1 1 . 2 5 1 . 0 2 8 9 . • 4 1 2 0 S I D 1 4 , 2 5 7 . 5 0 1 . 6 3 2 1 . 2 1 2 G HHGS 1 4 . 7 5 1 6 . 2 5 - . 3 4 2 9 # 9

A n a n a l y s i s o f T a b l e L X I I X r e v e a l * s i g n i f i c a n t d i f f e r -

e n c e s i n t h e p e r c e n t a g e r e p r e s e n t a t i o n i n t h e g r a d e p o p u l a t i o n

c o m p a r e d t o t i i e p e r c e n t a g e r e p r e s e n t a t i o n i n t n « u p p e r 2 0 p e r

o e n t o f t h e s c o r e s o b t a i n e d o n t h e . s o e l o u e t r i © s e a l # f o r

t h e s e d a t i n g f r e q u e n c y a n d p a s t d a t i n g p r a c t i c e g r o u p s .

183

file tenth grade boys that have not gom© steady had a

significantly greater percentage representation In the upper

20 ftr ©eat ef the seores compared t@ the percentage repre-

sentation la their grade* for this difference* the null

hypothesis m e rejected and the origin*! hypothesis was re-

jected.

The tenth grade girl is that have net gome steady had a

very significantly greater percentage representation la the

upper 30 per cent of the toores compared to the percentage

representation in their grade. For this difference, the

null hypothesis was rejected and the original hypothesis was

rejected*

For differencee between percentages for the other groups,

the null hypothesis was accepted and the original hypothesis

was rejected* It might be noted that while the tenth grade

hoys and girls that have not gone steady had a significantly

greater percentage la the upper 20 per cent of the scores on

the soclonetrlc scale, this -was not the case with twelfth

grade hoys and girls that have mot gone steady* The twelfth

grade hoys had a smaller percentage the upper 20 per cent

and the twelfth grade girls had less than 2 per cent sore la

the upper 20 per cent than they had percentage representation

la the grade population, fhis Indication may he that having

gone steady by the twelfth grade has more Influence on the

students than It does up to the tenth grade*

184

(11) fhere *ae no significant difference la the percentage

representation Is the lowest ,20 per teat of the scores

obtained on the sociometrlc scale from

A. to® tenth grade population for boys that go steady

niiem compared to their percentage representation 1m


B. the tenth grade population for boy® that date

regularly when compared to their percentage represen-


0. the tenth grade population for boys that date



B. the tenth grade population for boy® that have gone

steady niton ooapared to their percentage represen-


S* the tenth grade population for girl® that go stsady



f# m e tenth grade population for girls that date regu-

larly uhea ooapared to their percentage representation


&« the tenth grade population for girls that date



1* the tenth grade population for girl* that hare gone

185


tation in the tea tlx grade population

I. the twelfth, grade population for boys that go steady

ifeea ©©spared to their percentage representation In


J. the twelfth grade population for boya that date regu-

larly when compared to their percentage representation


K. the twelfth grade population for boy® that date

frequently i«hen compared to their percentage repre-


I». the twelfth grade population for boys that have gone



M» the twelfth grade population for girls that g® eteady

uttea compared to their percentage representation in


B. the twelfth grade population for girl® that date regu-

larly i&en compared to their percentage representation

la the twelfth grade population

0, the twelfth grade population for girls that date



?« the twelfth grade population for girls that have gone

steady o©spared to their pereentage representation


136

fatel® M l ? prteeute the information r«lati¥« to tfe®

percentage rcpreseat&tion for moh of thee® dating frequency

m d past dating practice groups.

TABLE M I ?

PIICEIXAGI SIPSISIITATIOI IS SHOE LOWEST TfEfff 111 QEHf Of fll B0OWS$ OBTAHSD OS THE SOOIOMlfEIO SCALE COMPARED TO fll

FSEClIfAil MPSlSlITAflGI II Till! BESPEOTITO GSADE fOl f m m AID TWELFTH GSADI ST021IT8 T1AT

SO STEADY, M S I JWfLAlLI,, DATE fEEQtJIHTLT, Aiffi H A W

GGHI SflAM

Grade, Sex, ami Per Gent Par Gent in t P Dating Frequeaey in Lowest 20 % —

or Fast Dating Grade of the Praotioe Population Sociometrie

Scores

to B m 9.25 10,00 - .2100 . 9 10 B l l 6.25 8.75 - .8183 #5 to i m 8.75 6.25 .7385 .5 to B HQS 32.25 26.25 1.0569 .3 to G as 12.00 6.25 1.4979 .2 to a m 9.25 2.50 2.0171 .05 to G w 8.00 6.25 .5357 . 6 to G HGS 32.50 15.00 3.1306 .01 i s B m 18.00 10.00 1.7527 .1 12 B m 10.75 8,75 .5345 . 6 12 B BP 8.50 6.25 .6723 . 6 12 B EGS 34.25 26.25 1.3900 • 2 12 G §B 12.00 6.25 1.4979 .2 12 G BE 9# 25 • 2.50 2.0171 .05 12 G m 8.00 6.25 .5357 *6 12 a HGS 32.50 15.00 3.1306 • 01

An analysis of Table LXIV reveals that mme significant

a»& very significant difference* existed for th.es® groups la

the percentage representation ia the lowest 20 per cent ©f

f 87

the scores on the socloaetrle seal® compared to the percentage

representation In their grade.

the tenth grade girls that data regularly had a signif-

icantly lesser percentage representation In the lowest 20 per

cent of the scores oa the soeionetrta seal® compared to the

percentage r«presentation la their grade* For this difference,


was accepted, the tenth grade girls that have gone steady

had a very significantly lesser percentage representation in

the lowest 20 per cent of the score®, for thin different#,

the anil hypothesis was revested and the original hypothesis

w s accepted*

the twelfth grade girls that date regularly had a signif-

icantly lesser percentage representation in the lowest 20 per

cent of the scores ©n the soeioaetrl© soale compared to the

percentage representation in their grade. For this difference,

the null hypothesis was rejeoted and the original hypothesis

was accepted#

the twelfth grade girls that have gone steady had a irery

significantly lesser percentage representation la the lowest

20 per cent of the scores, for this difference, the null

hypothesis was rejected and the original hypothesis was ac-

cepted*

For the differences that existed between the percentage

representation in the lowest 20 per cent of the ©cores when

188

eoiapared to the percentage representation is their grade for

the other groups, the null hypothesis was accepted and the


(12) There was no eignifleant difference in the percentage

repreeeatatioa ia the lowest 20 per eoat of the toorts

obtained oa the saclonetrie scale fro®

A. the tenth grade population for boys -feat seldom or


sentation ia th® tenth grade population

Mm the tenth grade population for boy© that have act

gome steady whea compared to their peroeatage repre-

sentation ia the tenth grade populatioa

0» the tenth grate population for girl® that seldom or

aever date whea compared to their percentage repre*

seatation ia the teath grade populatioa

D# the teath grade populatioa for girls that have aot

goae steady when compared to their percentage repre-

sentation ia the teath grade populatioa

B« the twelfth grade populatioa for hoys tbat MIAOH or

sever date whea compared to their percentage repre-

sentation ia the twelfth grade populatioa

f# the twelfth grade populatioa for hoy® that have aot

goae steady when oompared to their percentage repre-

sentation ia the twelfth grade populatioa

G« twelfth grade populatioa for girls that seldom

or aever date whea oompared to their percentage

189

representation in the twelfth grade population

H, the twelfth grade pofulatlon for girls that haw not



fable JXf presents the information relative to the |>er-

otntage representation for each of these dating frequency and

past dating practice groups.

TABLE LI?

mwmtkm wsmamut 101 N A S LOWEST TWHFTT RAT osnt OF THE SOOHS GBfAIBID 01 T1S SOOIOMBTRIC SCALE QOMPA1IB

TO fSSM PEB0EHTAGE KEFJtBSXSTAXXOI II Sfllt BiflOfXT* GBADf tOE fOTH M S TWELFTH

SIADE STUDIITS TSAf SJLDO* 01 11?!! BATS, M B B4TB »0f

GOKI STIADT

Grade, Sex, and Bating frequency or Fast Bating Practice

Jer 0ent in

Grade Population

Fer Cent in Lowest 20 %

of the Sooiometri® Score

t

fO B SIB 25.75 37.50 -2 .1435 .05 to i mm 17.75 36.25 -3 .7194 .001 !0 G ODD 20.75 22.50 - .3505 .3 10 0 HHGS 17.50 22.50 -1 .0550 .3 12 B SHB 12.75 37.50 -5 .3936 .001 12 1 HBGS 15.75 36.25 *4,2524 .001 12 G BED 20,75 22.50 - .3505 A «o 12 ® HIGS 17.50 22.50 -1 .0550 • 4

An analysis of Table LXT reveals several significant

difference®» three of whioh are at the *001 level of signif-

icance. the significant differences are found for the four

groups of boys and none for the girls*

190

The tenth grade boys that seldom or aever date had a

sigaifloaatly greater percentage in the lowest 20 per o#at

of the scores on the soelometrl© seale* for this difference,

the null hypothesis wa® rejected sad the original hypothesis

-ma accepted, a ® tenth grate boys that have mt gone steady

had a very significantly greater percentage representation

ia the lowest 20 per cent of the scores* for this difference,

the aall hypothesis was rejsoted aad the original hypothesis

was accepted.

The twelfth grade hoys that eeldoa or aever date had a

Tory significantly greater peroeatage representation 4a the

lowest 20 per ©oat of the aeores oa the sociometrlo seale,

for this difference, the aull hypothesis was revested aad

the original hypothesis was accepted# The twelfth grade boy©

that haw mot goat steady had a very significantly greater

percentage representation la the lowest 20 per cent of the

scores on the ©oeiometrie scale, for this differeace, the

nail hypothesis was rejected aad the original hypothesis was

accepted,

for the dlffereaoe that existed between the pereeatage

representation la the lowest 20 per oeat of the secret com-

pared to the percentage representation in their grade for

the other group•, the mall hypothesis was accepted aad the

original hypothesis was rebooted*

A restady of fables LXII, LXIXI, LXI¥* aad LX? saggests

that relationships exist between grade aad sex when the apper

?9f

and lowest 20 per coat® ©f the scores are considered with

dating frefmeney and past dating practice. In fable LXII,

for Instance* there was a relationship between tenth grade

boy® aad girls that haw gone steady, there also was a rela-

tionship between tenth and twelfth grade girls that date

regularly# fhe ether three table® ale® demonstrated the

relationships for grade and sex.

(13) fhere was no significant dIfforesee In the per ©est that

report they feel they should sot go steady of the

At tenth grade boys that go steady when compared to

tenth grade boy® that do not go steady

B. tenth grade boy® that have gone steady when ©oitpared


0# tenth grade girls that go steady ifeen o©spared to

tenth grade girls that do not go steady

D. tenth grade girls that have gone steady tihen eo«-

pared to tenth grade girls that have not gone steady

1. twelfth grade boys that go steady when compared to


F. twelfth grade boys that have gone steady vfcen oom-

pared to twelfth grade boys that have mot gone steady

G. twelfth grade girls that go steady when oonpared to

twelfth grade girls that do not go steady

H. twelfth grade girls that have gone steady when eon*

pared to twelfth grade girls that have not gone steady

192

f t l & e LXVI presonts the l n f o r n a t i o n rolatlir© t o tho

attitude he ld about going steady for th#®« stating frequt&oy

and past dating practice groups*

tULB Mil

IIGlflfl ATSimmn TQM ASH 0OIIS S f M M II Sfff&SSTS THAT §0 STEAD! 001FAIID f 0 TIOBf THAI DO SOT #0 3TMDX AID

SHOSB TffAf HAVE §01.1 3TMBT 0OMBAS1D fO «©S1 TMf HAVE HOT G01B STMDT

Grade, Sex* and Dating f2ft$uta©y or Past Bat ing P rao t i e t

For Cent Reporting Thoy Fe®l Thsy

Should lot So Steady

i J»

10 1 S3 5.40 10 » m t W 9 BID 23.92 -2.5193 .02 10 B HGS 14,72 10 B HMOS 30.76 -2.7251 .01 10 g as 12.50 io a m 9 m 9 ®»b 40*78 -3.6069 .001 10 0 HGS 30.76 io a mos 40.00 -1.3144 .2 12 B as 12.50 18 B BE, lf# SKD 28.90 -2.6464 • 02 12 B HGS 23.33 12 B ITOS 22.22 .1772 .9 12 a 88 11.53 12 a sb, m $ sxd 34.42 -3.6221 .001 12 a HGS 23.40 12 0 HB08 33.89 -1.5335 *2

An ana lys is of fable X,X?I r®f#als several significant

& iff ©ranees for the da t ing frofuoiioy sad past dating practice

groups la the percentage that r epo r t they feel they should

sot go steady# Oa® o f th«se differences was at th® .01 l©v@l

of s i g n l f i o a n o * aat two were at the .001 l@v#l of sigaifioaae®,

193

4 significantly greater percentage of the tenth grade

tor® that do met go steady reported they feel they should not

go steady compared to the percentage of tenth grade fcoye that

go steady nfeo reported they feel they should not go steady.

For this difference la percentages* the null hypothesis was

rejected and the original hypothesis mts rejected,

A significantly greater percentage of the tenth grade

hoys that have not gone steady reported they feel they should

not go steady compared to the percentage of tenth grade hoys

that ha¥© gone steady who reported they feel they should not

go steady• for this dlfferenoe In percentages t the null hy-

pothesis w ® re|eeted and the original hypothesis was rebooted*

A significantly greater percentage of the tenth grade

girls that do not go steady reported they feel they should

not go steady compared to the percentage of tenth grade girls

that go steady M w reported they feel they should not go steady,

for this dlfferenoe In percentages, the noil hypothesis was

rejected and the original hypothesis was rejected#

A significantly greater percentage of twelfth grade hoys

that do not go steady reported they feel they should not go

steady compared to the percentage of twelfth grade boys that

go steady who reported they feel they should not go steady*

for this difference in percentages, 'the null hypothesis was

rejected and the original hypothesis m e rejected*.

194

A significantly greater percentage of twelfth grade girl®

that do not go steady reported they feel they should not go

steady compared to the percentage ©f twelfth grade girls that

go steady who reported they feel they should aot go steady*

For this difference la percentage®, the null hypothesis was

rejected sad the original hypothesis was reacted.

for the differences in percentages of the other gromps,

m e null hypothesis nai accepted and the original hypothesis

'ma rejected*

(14) there m e no significant difference ia the per ©eat that

report their parents think they should not go steady of

the

A* tenth grade hoys that go steady when compared to

tenth grade boy# that do not go steady*

B. tenth grade hoy® that haire gone steady utiea compared

to tenth grade boys that haYe net gene steady

G. tenth grade girls that go steady when compared to

tenth grade girls that do sot go steady

9* tenth grade girls that have gone steady nhem com-

pared to tenth grade girls that haw not gome steady

1, twelfth grade boy® that go steady When compared to

twelfth grade hoy® that do not go steady

?. twelfth grade hoy® that have gone steady utiem eant*

pared to twelfth grade hoys that hawe not gone steady


195

twelfth grade girls that <4© act go steady

H* twelfth grade girl® that have gone steady when

compared t© twelfth grade girl® that have not gone

steal j

Table LXYIX presents the information relative to the

reported attitude of parents fey students for these dating

frequency and past dating practice group®*

fAlii LXVII

PAKSSTAL IIGAfI?E AfTfOTS TOWAED QQim SflABI HBPOBTBD BT SffBSifS fiAf §0 STEAD! 00MPA1BD TO THOSS THAT BO SOT SO ST1AB1 JJl THOSS THAT H A H SOU SflADI OOMPAISB

TO THOSE THAf HAVE IOf GOHE STEADY

Grade, Sex, and Dating Frequency ©r Past Dating Practice

Per Oent Beporting Their Parent® feel fhey Should lot Go

Steady

3i P

10 i m 24.32 *3 to i BRf m$ m 21.4? - *3789 *3

to i ms 17*05 10 B Hits 30.98 «2*2?58 *05 to a as 29*16 to g m» m, sib 42*76 •1*6796 *1 10 $ HGS 34,61 to G BJftS 48*57 •1*925? .1 12 1 Si 18*05 12 1 DR, m, M B 10*93 1*4239 *2 12 B MB 12.40 12 B 15*8? - .6659 *6 12 & m 21*79 12 S 11, SV( SHi) 28*68 •1*0840 *4 12 6 HGS 24.11 12 G HISS 32.20 -1*1822 *3

An analysis of Table LXYII reveals that there was a

significant difference in the percentage of one group that

196

reported their parent® feel they should not go steady when

compared to another group* 4 significantly greater percentage

of the tenth grate hoys that hair® sot goat steady reported

their partat® feel they should sot go steady compared to the

percentage of tenth grade hoys that have gone steady who re-

ported their parents feel they should hot go steady. For

this difference la percentages, the null hypothesis m i re-

jected and the original hypothesis was relooted*

for the difference* la persontages between the other

groups, the null hypothesis was accepted and the original hy-

pothesis was rejected*

Comparing fable M?II to Table LXVI, the data suggest

that there was more significant difference la the percentages

of students that feel they should not go steady than there

m e la the percentages of parents that feel their tenth and

twelfth grade adolescents should not go steady*

(15) fhere m a no significant difference In the mean score on

each of the twelve measures, the total personal adjust-

ment* the total social adjustment, and the total adjustment

°» I M U s ! Si f O T I * © * «*©•• Students,

tenth and twelfth grade, when both parents art above the

high school level of education &s compared to thoas

tenth and twelfth grade students whose parents both are

A« at the high school level of education

197

tab le LXYIIX presents the information [email protected] to the

mean scores fo r thsss two groups of students.

m Jk tST W T ? W T T T JU&¥ J« JL Jt

MS&Jf BGOB.ES 01 f S l OALIFOBIIA f l § f Of fBBBOBALITY FOR THOSE SfUJDEHfS MOWPABBHIS ABE BOFF IfOVE THI HIGH SCHOOL

IMTSH OF BDHOATIOH OQttfAElB tO fflOil ffTOBVfS n o n iMxmfB M I BOTH AT THE mm SCHOOL

LBV1L Of BBtTQAfXC*

Component or Tota l

AHi » = 64 .. M I ® 85 t mm ? • Component

or Tota l l ias* Score

80' loan Score

sD t mm ? •

S - r t l . 10.05 2.27 9*98 2*57 *1788 . 9 ? t r . Vth« 12*08 2.13 11*8? 1*6? •5073 *7 Per. f i n * 11.52 2.42 11*34 2*41 *4340 *7 Belg. 11*94 2*73 12*18 3*02 - .3731 . 8 ?i* Td. 9.28 3*34 10*31 4.65 -1*4856 . 2 Her• s . 10.16 2.50 9.66 2*?5 1 * 1269 .3 Per. Adj. 64*4? 11*96 64.06 12*46 - .2430 • 9 3oo. San. 13.84 1.95 13*74 2*14 .2987 .8 Soe, Sic* 10.42 2.70 10*79 2*82 - *7935 .5 A-e# $&« 11.48 3*22 10*96 3*88 *9768 . 4 ln» t e l . 11*81 3.2S 11*40 4.9? *5723 •6 So* Bel . 10*63 2.36 10.51 2*76 .2756 *8 Cm. l e i * 10*60 2.8? 10.38 3*15 .4304 *7 $ 0 0 * JAj* m* 66 11*89 6?. 58 13*16 *5131 .? f o t a l • 133.66 20*21 132.13 40.39 .4462 *7

* 948 degrees of frssdo*

An aa&ljrsls of f&fel© LXVI I I reveals no s l g a l f i e a a t d i f -

f e r eaot® fe#tfrte» til# mean amrm m ££& Cal i forn ia tes t o£

Psrsosal l ty fo r students uhos® parents are both sbovt the

high school l e v e l of education compared to those studeat®

ufaoe® p&rsate ars both a t th t high school I r r e l of •dao*tl«&<

fh» n u l l hypothesis was aeeeptsd and th«s o r ig ina l hypothesis

wets re jected.

198

B# below the high school level of edmoatlon

fable LXIX presents the Information relative to the m m m

scores for the#© two group® of students.

TABLE LXIX

m m s o oris 01 BffUlIfS W Q &

mm iFl

11SQ1ALITT FOB fHOSB AB0V1 SHE HIGHSCHOOL

LfVIL OF SB0OATIO! 0OMPABED fO fI03I STtJDSRTS WHOSX PARXHT8 ARS BOTH BELOW THE II&l

SCHOOL LEVEL Of IDUCAflOH

ABS 1. "ay (S .. M S . I .9 402 Component l-i$' • lean Sfi ' Jfe P» or total So ore

l-i$' • Seore

P»

S-rel* 10.05 2.27 9.39 2.46 1.9950 .05 Per. Wth. 12.08 2.13 11.24 2.60 2*4568 *02 Per* Mm* 11.52 2.42 10*74 2.99 1.9647 *05 Belg. 11.94 2.73 11.82 2.76 .3271 .8 Wd. fd. 9. 28 3.34 9.07 3.39 .4581 .7 Her* S* 10,16 2.50 9.43 3*24 1.7197 *1 Per. Adj. 64.4? 11.96 61.64 12.99 1*6320 * 2 Boo* Sn. 15.84 1.95 13.46 1.82 1*5342 . 2 8oc. Sic* 10,42 2.70 10.22 4*03 .3857 *7 A»s* ?d• 11.48 3.22 10.36 3.00 2.7537 .01 Pm. lei* 11,81 3.28 10.37 3.40 3.1704 .01 Sc. Eel. 10.65 2*36 10.53 2*36 *2835 *8 0®. lei* 10.60 2.87 10*22 3*71 .7647 *5 $00* Adj. 63*66 11.89 64. Si 11*12 2.5404 *02 total 153.66 20.21 128.81 33*29 1.1302 .3

* 548 degree* of freed©®

An analysis of fable LXIX reveals several differences

that are elgnifleant and very significant betveen the two

gromfe ©a aeaa scores for She California f ^ t Personality,

the students whose pareats are both above the high eohool

level of education scored significantly higher than those

students whose parents are both beloir the high eohool level

199

of edmoatloa on self reliance, personal north, personal free-

dom, aatl-eoelal tendencies (freedom from), family relations,

aad the social adjustment total* for the differeaoee la th©

mean eooree ®a these components and total» the amll hypoth*

esie was rejected aad the original hypothesis accepted,

fQT the differeaoee ©a all other oompoaeats aad total®#

the aull hypothesis nag accepted aad the orlglaal hypothetic

was rejected.

Bata la Table LKIX reveale that the meaa scores for those

studeats vhoee pareate are both above the high school level

was higher oa each of th# flfteea measures than th# meaa scores

for those studeats whose pareats art below th® high school

l#ir«l of education. fh# difference, la son® inetancee m

small* but th® difference oa six of th® measures reached or

exceeded th® #05 level of slgaifleaace.

fable Kill reveals a© significant differeaoee, Those

students uhoae parents are both above th# high school level

of edueatloa had a higher meaa score ©a elevea of the flfteea

aeaeures aad those student® whose parents are both at th#

high school level of education had a higher meaa oa four of

the measures,

(16) there m e ao significant dlff®r«ae® la the mean total

eoore oa the Qmttm* .feerfr»fersa £&gt $£ Mental

m n U M * 1 2 § M i *•* grade etudeats when both

pareate are above the high eehool level of edueatloa

200

lAen compared to those tenth grate student® whose par eats

both art

A. at tlx* high, school level of education

B* below the high sehool level of eiuoation

fable IJCX presents the information relative to the mesa

score© m this test for these three groups.

MEAN 30CESS ON THE

TABLE 1XX [f

8 MAfPIIff FOE flit 1 ® ABOVB THE HIGH SCHOOL XXTX& OF OT0ATIOI

OQKAISB fO flSTI aiADI STSBMTS WH0S1 IAl®fS All AT SHE Slfl SCHOOL !*E¥!X»

OF IDfOAfXOi AID WHOSE MEMTS ABS BELOV THE HIGH SCHOOL

UVffi OF EDOCATK*

Parental Level of Education

1 Mean Soore SB 1 **

Above 1. S. High Sohool Below H* S.

30 48

199

76.10 69.71 61.37

13.69 19.52 14.1?

1.6108 3.4156

.2

.001


in analysis of Table M X reveals a very significant

difference* fht student® •whose parents are both above the

high school level tcored higher than the two otMr groups,

butt significantly higher than the group whose parents are both

below the high school level of education* For the differenee

between the above high school and below high school groups,

the null hypothesis w»» rejected and the original hypothesis

was accepted, for the difference between the above high school

201

and high school groups, tit# null hypothesis was accepted and

the original hypothesis was rebooted.

(17) There was no significant difference la thee mean total

seore cm the California Shoringora feet of Mental

Maturity* 1963-S, for twelfth grade students when both

parents are above the high school level of education

when compared to those twelfth grade students nhose

parents both are

A. at the high school'level of education

1* below the high school level of education

Table LXXI presents the information relative to the mean

scores o® this test for these three groups#

f ABLB LUX

U & g ^ g

MBAS SO GIBS OB TIB J px fOl TWELFTH §EBB 8Sf$3S¥8 " ABQTO THE Rim SCHOOL LSfIL Of EWOATIOS

% i f a IS'

CGMMBD TO TWILFTS GrEAB® STtFBEHTS WBOSS PABIITS ASS At THE HIGH S0HOOL LSVSL

OF WOATIOI AMD WHOSE MJffiHTS ARE BELOW TBI 1101 SCHOOL

LIY1L OF SD0CATIOI

Parental Level of Education

H Mean Score % £ P#

Above H. 3, 34 84,97 13.62 High School 37 71.84 15.79 3*6842 •001 Below H# S» 203 65*64 15.07 6,9886 *001

• 871 degree® of freed©©

An analysis of Table M X I reveals that the students

Whose parents are both above the high school level of education

202

scored significantly higher than did the two other groups,

for the differences between this group and the other two,


was accepted*

Analysis of Eesuits

Seventeen oajor hypotheses were tested in Chapter III*

All of the hypotheses had sub-hypotheses. All seventeen major

hypotheses were restated in the null and each sub-hypothesis

was tested* Data were presented in tabular for® for a clearer

presentation and Interpretation# The data were presented la

a series of sixty-eight tables In Ohapter III and in twenty-

four tables plaoed in Appendix 1 for reference purposes.

An analysis of the results obtained from testing the

seventeen major hypotheses and the sub-hypotheses revealed

seventy-one significant or very significant difference®.

Twenty-eight of these differences reached the .05 level of

significance. Ileven reached the .02, nineteen the .01, and

thirteen reached the .001 level of significance.

Significant, or very significant, differences were found

for all except two of the seventeen hypotheses. So significant

difference was found for Hypothesis (4) or Hypothesis (6).

Hypothesis (17) was the only one of the seventeen for which

the null hypothesis was completely rejected and the original

hypothesis was completely accepted. On all hypotheses, except

for (4), (6), and (17) , the null hypothesis was accepted for

203

some of the sub-hypotheses and rejected for others. In s@»e

instances where tie null hypothesis was rejected, the orig-

inal hypothesis was accepted, and la the other Instances where

the null hypothesis was rejected the original hypothesis was

also rejected* fht reason the original hypothesis was s©»#-

times rejected along with the null hypothesis was that the

difference was la the direction contrary to the original hy-

pothesis,

Suaaary

fhe purpose of this chapter was to analyst the data of

this study* The results of the study were presented In the

following orderi sample description# hypotheses testing,

analysis of results, and summary,

fhe sample for this study contained eight hundred single

tenth and twelfth grade white high school students, fhe stu-

dent sample ©aae from sir high schools In central last Texas

aad south Central Texas,

Seventeen major hypotheses were tested 1m this study.

All of the hypotheses had sub-hypotheses, laeh major hypoth-

esis was restated la the null and each of It® sub-hypothesis

was tested# fables accompanied the hypotheses, except for

Hypothesis (8) where the tables were placed in Appendix 1,

and gave data for accepting or rejecting the null hypothesis.

An analysis of the results revealed seventy-one signifi-

cant or very significant differences. Difference® were found

for all hypotheses except Hypothesis (4) and Hypothesis (6).

204

OIAffBE BXBLIOGKAPHT

U FrewiSy I'stk* M m York» J o h a

,. Iort* 3. Moer«» Walter B., editor, !»»» Alaaaac. 1964-65. Balla*,

A. 1. lei© Corporationi f 963.

4 -

OHAPfBl I?

SUM All, flHDIKGS, COSOLUSIOIS, M B BB00MHBHDATI05S

fhe purpose of this study was t© analyse certain factor#

in relation to the dating frequency and past dating practice

of selected single tenth and twelfth grate white student® la

Texas* fhe study was concerned with the later-relatlonshlp of

selected chronological, physiologieal, psyohologloal, and

sociological factors and the dating frequency and past dating

practice of these students#

Summary

The students were assigned to groups based on their re*

ported dating fretatncy and past dating practice, the six

group® used weret those that go steady, these that date regu-

larly t those that date frequently, those that seldom or never

date# those that have gone steady* and those that have not

gone steady. For each grade considered» the six groups were

further divided according to sex and residence* either urban

or rural, The study evaluated te» factors* In addition to

the grouping above» the students were regrouped according to

their parents * level of education for oonsideratlon of two of

the ten factors*

four instruments were selected to measure difference®

that might exist between the groups, these four Instruments

205

206

werei The California feat of Personality; the California

Short-Pona $est £f Mental Maturity* an information sheet,

espeelally developed for this studyf and a soeioaetrle scale,

also espeoially developed for this study.

The sasple for this study contained eight hundred single

tenth and twelfth grade white high school students. ffeere

were two hundred tenth grade girla, two hundred tenth grade

boye, two hundred twelfth grade girl®, and two hundred twelfth

grade hoys* The students came fro® six high schools in cen-

tral East Texas and south Central Texas,

Seventeen major hypotheses were tested in this study.

Bach of the hypotheses had sub-hypotheses. Bach, ma3or hypoth-

esis was restated in the null and each of its sub-hypotheses

was tested by the £ technique. Jhe analysis of variance was

used and the resultant f ©©averted to a t-» value for the test

of significance# the .05 level of significance was arbitrarily

selected as the level to reject the null hypothesis in this

study. A difference at the *Ot level was considered very

significant. A computer at Sorth Texas state University was

used to process the data.

the data for each hypothesis were presented in tables for

clarity. Each table was discussed and the null hypothesis

was tested, fables for Hypothesis (8) were placed in Appendix

X where they could be used for reference*

20?

Aa aaalysls of the results revealed oeveaty-oae slgaifl-

oaat or Ttry slgaifioaat differences. Blfforoaoos wore found

for all hypotheces except Hypothesis (4) and Hypothesis (6).

Findings

fro® am analyst© of the data obtained, seventy-one slgaif-

leant differences were found to exist, those sigaifleant

differences wor© as follows.

1* The moan ago for tenth grade girls that go stsady

was greater thaa that for the toath grade girls that

date frequently.

2. fhe aeaa ago for toath grado beys that data regularly

was greater thaa that for tenth grado girls that date

regularly#

3. fhe meaa ago for twelfth grado boya that date regu-

larly was groator thaa that for twelfth grado girls

that dato regularly.

4* The moan ago for urban toath grado hoys that dato

frequently was greater thaa that for rural toath

grado hoys that dato frequently.

5# fhe aeaa ago for urban toath grado boys that have

goao steady was groator than that for rural toath

grado boys that have goao steady*

6. the mean ago for urbaa toath grado girls that go steady

was greater thaa that for rural toath grado girls that

go steady#

208

?» Si® ®ean age for urban tenth grade girls that date

regularly was greater than feat for rural tenth grade

girl* that date regularly*

8, the isean age for urban tenth grata girl® that seldom

or never data wis greater than that for rural teath

grade girl a that seldom or never data*

9* fhe mean age for urban tenth grade girl® that have

gone steady m a greater than that for rural teath

grade girls that have gone steady,

10- the mean age for urban ttath grade girls that have

sot gone steady was greater than that for rural tenth

grade girl® that have not goat steady*

11, the percentage of tenth grade boys that seldom or

never date mm greater than that for tenth grade

girls that seldom or never date.

12* the percentage of rural twelfth grade girls that

date regularly was greater than that for urban

twelfth grade girls that date regularly#

13# the percentage of twelfth grade boys that go steady

m® greater than that for tenth grade boys that go

steady,

14. fhe percentage of twelfth grade boys that have gone

steady was greater than that for tenth grade boys

that have gone steady.

15. She percentage of twelfth grade girls that go steady

i«a® greater than that for teath grade girls that go

steady*

16# The percentage of twelfth grade girls that have gone

steady was greater than that for tenth grade girls


1?. The mean socio-economic lUtva of tenth, grade boye

that go steady » s higher than that for tenth grade

boys that date regularly.

18* the mean Boclo-econosalc status of tenth grade hoys

that go steady was higher than that for tenth grade

hoys that seldom or sever data*

19* fhe Man socio-economic status of tenth grade girls

that date rsgularly was higher than that for tenth

grade girls that go steady.

SO* The mean sooio-eoonomic status of twelfth grade girls

that data rsgularly was higher than that for twelfth

grade girls that go steady,

21« The mean socio-economic status for tenth grade hoys

that go steady was higher than that for tenth grade

girls that go steady.

22. the mean eocio-eeonoraie status for tenth grade hoys

-feat date regularly was higher than that for tenth

grade girls that date regularly.

23. She mean of the total mental maturity score for tenth

grade boys that seldom or never date was higher than

that for tenth grade hoy® that go steady.

24. the mean of the total »eatal asturity soore for

twelfth grade hoys that seldom or never date was

210

higher thaa that for twelfth graft* girls that seldom

or aever data*

25. Tht aeaa seore on tha oompoaeat "feellag of fceloaglag"

on tha O.f.f• for teath grade boys that data regm*

larly m i higher thaa that for teath grade hoys that

go steady*

26. ¥he ataa aoora ©a tha ompmmt "family rtlatloaB"

oa tha for tenth graft® hoys that date regularly

was higher than that for tenth grafte hoys that go

steady.

87* the aeaa seore ©a the eoapoaeat "eornmwilty relatloas"

oa the G.t.P. for tenth grafte boys that ftate regularly

was higher than that for teath graft# hoy® that go

steady.

28. The aeaa score oa the ©ompoaeat "feellag of beloaglag*

oa the O.f.f* for teath grafte hoys that ftate fre-

queatly was higher thaa that for teath grade hoy®

that go steady,

29. the aeaa score oa the eoapoaeat >ease of personal

worth" oa the 0«X*?« for teath grafte hoys that go

steady was higher thaa that for teath grade hoys

that seldom or aever date.

30. The aeaa score oa the ©oapoaeat "feeliag of fceloaglagw

oa the a.f.P. for teath grade boys that have goae

eteady was higher thaa that for teath grade hoys

that have aot goae steady.

2*1

3t. fhe mm. seore on the component "social standards"

on the O.f.F. for tenth grade boys that have not

gome steady we higher than that for tenth grade

boys that have gene steady*

32* the mean store on the component Hanti-social tend*

erne Its" on the O.T»P. for tenth, grade girls that

have not gone steady m e higher than that for tenth

grade girls that have gone steady.

33* She mean score on the component "feeling of belongingM

on the for twelfth grade hoys that go steady

was higher than that for twelfth grade hoy® that

seldom or never date.

34* the mean score on the component "feeling of belonging"

m the O.f»P. for twelfth grade boy® teat have gone

steady was higher than that for twelfth grade boys

that have not gone steady*

35* the mean score on the component "social skills" on

the G»S»?* for twelfth grade hoys that have gene

steady was higher than that for twelfth grade hoys

that have not gone steady*

36* fhe mean so ore on the component "withdrawing tend*

erncles** ©a the O.T.P. for twelfth grade girls that

i© steady was higher than that for twelfth grade

girls that seldom or never date.

37• fhe aiean score on the "personal adjustment «• total"

on the 0«S«P* for twelfth grade girls that go steady

212

was higher than that for twelfth grade girls that

seldom or never date*

33* The mean score on the component "social skills" on

the C*S*P. was higher for twelfth grade girls that

go steady than that for twelfth grade girls that

seldom or never date*

39* The mean seore on the oomponeat **soeial skills" on

the O.f«p« for twelfth grade girls that have goat

steady was higher tham that for twelfth grade girl®

that have mot gone steady.

40. The urban tenth grade girls that date regularly de-

viated aore, below, the urban tenth grade girls*

mean on the component 11 sense of personal worth" on

the C,f.P. than did the rural tenth grade girls that

date regularly from the rural tenth grade girls'

mean*

41* the rural tenth grade girls that date regularly de-

viated more, below* the rural tenth grade girls' mean

on the eomponent "social standards" on the

than did the urban tenth grade girls that date regu-

larly from the urban tenth grade girls' mean*

42* The urban tenth grade girls that date regularly de-

viated more, below, the urban tenth grade girls' mean

on the eomponent "family relations" on the 0.f#t*

than did the rural tenth grade girls that date regu-

larly froa the rural tenth grade girls' mean*

2! 3

43. Tenth grade boys that have gone eteady had a smaller

percentage representation is the upper 20 per cent of

the eoeiometrlc scores compared to the percentage

representation la the tenth grade population*

44, Tenth grade girl® that date regularly .had a larger

percentage representation Is the upper 20 per cent

of the soetosietric scores ooapared t® the percentage

representation In the tenth grade population*

45* tenth grade girls that have gone steady had a mailer

percentage representation in the upper 20 per eent

of the s©etometrie score® coap&red to the percentage

representation In the tenth grade population*

46. twelfth grade girls that date regularly had a larger

percentage representation in the upper 20 per eent

of the- sooionetrle scores ©©spared to the percentage

representation in the twelfth grade population*

4?» Tenth grade boys that have not gone steady had a

larger percentage representation in the upper 20 per

oent of the soeiometrle scores compared to the per*

aentag© representation in the tenth grade population.

48. Tenth grade girls that have not gone steady had a

larger percentage representation in the upper 20

per cent of the soelometrlo scores compared to the

percentage representation in the tenth grade popu-

lation,

214

49. Tenth grade girls that date regularly had a smaller

percentage representation in the lowest 20 per cent

of the soclometrlc seores ooapared to the pereeatage

representation la toe tenth grade population*

50# feath grade girls that hay® gone steady had a smaller

percentage representation in the lowest 20 per mm%

of the soedometrie g@©re® compared to the percent-

age representation la the tenth grad# population•

51. Twelfth grade girl® that tote regularly had a smaller

percentage representation ia the lowest 20 per cent

of the euei#ttttrle seore® eonp&red to the percentage

representation in the twelfth grade population.

52. twelfth grade girls that have gome steady had a smal-

ler pereent&ge represeatatioa la the loweet 20 per

eeat of the eoeioaetrio eeoree eoaspared to the per-

centage representation ia the twelfth grade population.

53* Tenth grade hoys that seldom or never date had a

larger percentage representation in the lowest 20

per eeat of the aoeiouetrie eeoree compared t@ the

percentage representation la the tenth grade popu-

lation.

54, feath grade hoys that have net gone steady had a

larger percentage representation ia the leweet SO

per eeat ef the soeiemetrie acores ©oaparei to the

percentage representation ia tee tenth grad© popu-

lation*

215

55. Twelfth grade boys that seldom or never date tod a

larger percentage representation In the lowest 20

per oeat of the sooioaetrio scores compared to the

percentage representation in the twelfth grata popu-

lation.

56# Twelfth grade hoya that have aot goae steady had a

larger pareeatage representation la the lowest 20

par oeat of the soeiometric scores compared to ths

percentage representation 1m the twelfth grade popa-

latioa.

57. 4 larger percentage of the teath grade boys that So

sot go steady reported they feel they should not go

steady eo®pared to the tenth grade hoys that go

steady*

58, 1 larger percentage of the tenth grade hoy# that have

hot gone steady reported they feel they should aot go

steady compared to the tenth grade hoys that go

steady.

59* A larger pereeatage of the teath grade girls that do

sot go steady reported they feel they should aot go

steady compared to the teath grade girls that go steady#

60. A larger pereeatage of the twelfth grade hoys that

do not go steady reported they feel they should aot

go steady compared to the twelfth grade boys that go

steady.

2i6

6!• A larger peroentage of the twelfth grade girls that

4® not go steady reported ttij fill they should not

go steady compared to the twelfth grade girls that

go steady*

62# A larger percentage of the tenth grade boy® that have

not gone steady reported their parents feel they

should not go steady compared to tenth grade hoys


63» Tenth and twelfth grade students whose parents are

both above the high school level of education scored

higher on the component "self-reliance** on the G»f.f.,

than did the students whose parents are both below

the high sohool level of education*

64. tenth and twelfth grade students whose parents are

both above the high sohool level of education scored

higher on the component wsense of personal worth" on

the than did those students whose parents are

both below the high school level of education*

65. Tenth and twelfth grade students whose parents are


higher on the component "sense of personal freedom"

on the 0.T.?. than did those students whose parents

are both below the high sohool level of education*

66* Tenth and twelfth grade students whose parents are


higher on the component wanti-social tendencies®1

21?

on the c«T»P* than did those students ifootse parents

are both below the high sehool level of education.

6?, Tenth and twelfth grade students whose parents are

both above the high school level of education seared

higher on the component "family relatione" on the

O.T.f. than did those studeat® whose parents are both

below the high school level of education*

68. Tenth and twelfth grade students whose parents are

both above the high school level of education soored

higher on the "social adjustment - total" oil the

G.T.P. than did those students whose parents are

both below the high sohool level of education.

69. Tenth grade students Whose parents are both above

the high school level of education scored higher on

tiu S|»9rt-y»rp X U S Si misl H**arltr total than did those tenth grade students whos parents

are both below the high school level of edueatlon.

TO. twelfth grade students whose parents are both above

•tee high sehool level of education scored higher on

California Short-forst Q£ Mental Maturity

total than did those twelfth grade students whose

parents are both at the high sehool level of education.

71. Twelfth grade students whose parents are above the

high school level of eduoatlen scored higher on the

si»9rw9w sm as. mm. msanu *•>*»*•

218

than did those student© whose parents are both below

tlit bXfr school level of education.

Conclusions

Oertala sigmlfleaat dlffereaoes were found to exist la

this sample of tenth and twelfth grade students when grouped

according to datlag frequency, past dating practice, aad

parestal level of education. la addition to the significant

differences found, the data suggest certain tread® for the

group*. It was ©a the slgalfloaat dlffsrsasss that were foaad

aad aa aaaiyBls of all data collected that the following con-

clusions were drawa.

1. Frequency in dating Increased with age although the

pattern was fairly well set by the tlae the stadeats

reached tee tenth grade. Twelfth grade boys aad girls

reported more frequent dating»

2« Going steady also increased with age* More twelfth

grade students go steady than tenth grade students,

this was sspeolally notable with the boys*

3. ftlrls date more often aad more go steady la the teath

grade than do the boys* fhis marked difference has

disappeared by the twelfth grade* this would indicate

that the girls begin to date earlier thaa the boys."

By the twelfth grade t however, there were s&ore girls

than boys who seldoa or aever date*

2t9

4. In the tenth grade, boys that go steady had a higher

mean soelo-eeonoiiio level than did those that datt

regularly. fhe tenth grade girls had the rmr««

situation, loth of these dlfferenoes were slgnlf*

learnt. In the twelfth grade, both hoys ami girls

that data regularly had a higher mean Booio-economlc

level than did those that go steady* the indication

fro® the twelfth grade »aaple la that the#® who date

regularly oome from a higher soelo-ecoaomie level

ooapared to thoee teat go steady, The tenth grade

girls also exhibited this pattern* Shs tenth grade

boys were the only exception to thie pattern and their

dating pattern will evidently Change dmriag the next

year if it follows that of the twelfth grade beys in

this saapls,

5*. the titan of the total mental maturity score was higher

for tenth and twelfth grade students that date regu-

' larly or frequently than it was for these that go

steady. She mean of the total was also higher in every

ease for those that have not gone steady than for those

that have gone steady,

6. the tenth grade hoys and girls that go steady generally

soored lower on » & mtemtik Silt Mi Personality than

those that do not go steady# fills was not the ease

with the twelfth grade hoys and girls*

220

?. yrom data obtained with the soolouetrio seals* the

group* containing students that were the most popular

axaeag their ©lassaiates were tenth and twelfth grade

girls that data regularly and tenth grade boys and

girl® that have not gone steady* The groups eontaia-

lag students that were the least popular with their

classmates were tenth and twelfth grade boys that

seldom or sever date and those that have not gone

steady, Ivideatly the teath grade boy© that haire

sot gone steady are very popular or very unpopular

with their classmates#

8. those students that do mot go steady had a much larger

percentage that reported they feel they should not go

steady then did those who go steady* ails was also

observed fox those students that have not gone steady*

with the exception of twelfth grade boys, A larger

percentage of the twelfth grade boys that have gene

steady reported they feel they should mot go steady

than did those that have mot gone steady.

9* those students whose parents were both above the high

Bohool level of edmoatioa generally scored higher on

Ste StiUvrm i u i si frmllto « * «»• o«iiterni«

ahort^fora test Keatal Maturity than did those

students whose parents were both below this level of

ednoatton# fhls was espeolally true ©a the cental

££1

aatttrity ©core® between thee© students *jhose parents

are both above the high school level of education

compared to thou© etu&ents whose parents are both

below the high school level of education.

to. Xa this sample* the urban students at both the tenth

and twelfth grade lenrele were ©Iter than wort the

rural students, fhle situation was probably influenced

fey the relatively large number of I»atla American stn-

4eats laolitded in tho large urban school used In the

sample.

Eeconjaendatione

the results of this study indicated a need for farther

investigation of the boy-girl relationships that alit, Signif-

icant questions are raised as a result of this study. Does

the attitude toward going steady influence the datlag pattern

of those students that do not go steady, or does the fact that

the students do aot go steady influence their attitudeI What

are the offsets of parents* attitude toward going steady ea

the aloleseent? What factors found to be related to datlag

frepienoy or past dating practice are results of particular

dating patterns and what factors produce particular dating

patterns?

the differences found to exist In this sample aeed to be

•erlfled with a larger and more representee saaple of to*

day1# adolescent population* Investigation should continue

in order to keep information current. Additional investigation

222

may measure more aeoarateljr t&© effects of the factors con-

sidered to this study. With the aeeanml&tioa of information

from such investigation* those wfeo -work, with yomta should be

better prepared to understand and eva3.wa.te the affects of t

dating patterns.

It is reoofaiseaded that those who are guiding youth be

©ogalsaat of the influences of dating on the adolesoent#

Those having a role in planning# implementing, and super-

vising programs fsr adolescents mast hare a familiarity with

and a ©onoera for the very powerful effects that dating has

on the adoleseemt 1a contemporary society.

APPBHBIX &

225

224

Information Sheet

A* Maasi (last) (first)

B# Grade« School imrnr

Sex «««. (m ~TF

city

Q. Bate of Birth> _ (year) loam - Day

S» 1 live with (spsolfy relationship)

F# Cheek the following for your parentet Father Mother

Living Paid lip* ^

$. Qlve the number, and show ago fort

1. Cheek the educational level f o r t

D. Hobo Address? (•to mote M o w )

If you live outside the olty llstlta* give the distance to the olty Halt**

Brothers

Sitters

Father Mother

t. Graduate professional training 2. College or lalvereity degree 3. Fartlal eollege (at least 1 year) 4. High School graduate 5» Partial high school (grades 10*11} 6. Junior high sohool (grades Tf 8, or 9) 7* Less than seven years

I. Sesorlbe your father's Joh or position, lhat does he dot

If he owns or operates a business, deserlfce as to type,

number of employees, @te.

225

J, If jour mother works outside the home, describe her job

ae above.

K. Describe the house you live In with the following Infor-

mation (check or fill in): lumber of bedrooms Num-

ber of baths Living roon? Dining room?

Den oi family roons? Kumber of garages Brick?

Zime 1 Other? (write in kind)

Bent? (amount? ) Gvn? Do you havei

Central Heat? Central air conditioning?

Chock the following category that you think represents the

value of your home: Op to §1,999 _ $16,000 - #24,999 42,000 - $ 4,899 525,000 - |29,399 _ $3,000 - $ 7,449 #30,000 - $35,999 -i?,500 - 5 9,993 H §40,000 - £*9,9'99 $10,000 - 's 12,499 150,000 - 174,999 112,500 - #14,999 _ 173,000 - 489,999 _

113,000 » #17,999 _ #90,000 - and up

14. On the basis of the explanations given, check all appli-

cable Items below that refer to you.

Have not dated Date regularly > I am married

Date occasionally Go steady I feel I should not go

Itete frequently Have gone steady steady

My parents think I should not go steady

226

Direction® For Administering The Information Sheet

The teacher administering this Information Sheet should

read it and the directions completely before it is given to

students, fie should be familiar enough with each Item so

that questions may be answered as they arise. The following

directions are to be read aloud to the students. Directions

to the teacher axe placed in (. •.} and are not to be read

aloud to the group. The teacher way add additional directions

if he finds it necessary.

(Read the following aloud to the class)

The sheet I am going to give you is to find out certain

facts for a study that is being done with tenth and twelfth

grade students. It is essential that you be as accurate with

your Information as you oan.

Xou will complete the blanks as I give you the necessary

information to use in forming your answers. If you need ad-

ditional Instructions, or have a question to ask, you may ask

for clarification.

The information you give will be used for research. This

information is personal, but is not to be used on an individual

basis in this research. It is necessary that your nam® be on

your information so that it oan be associated with other in-

formation about you. When this information is put together,

each student is given a number and the student*s name is not

used any longer.

22?

The Information gathered will be studied to find

what differences exist for certain groups istoen divided ac-

cording to age, sex, grade, resides©®# etc. This information

will Help those doing this research project to better under~

stand certain factors about student® of your grade.

(land out the Information Sheets)

Tou may reoord your answers in pencil or Ink. Be sure

that you write or print plainly. Fill in the information when

I a8k you to do so.

Items A, B, 0, and J) are general. Fill these in but do

not complete S until I explain it. (give enough time to com-

plete these items)

Item S asks you to give the itinship you have with who®

you live. This may be: father and mother; father and step-

mother; foster parents; or grandparents? ete. Whatever the

relationship you are to the heads of the houshold with whoa

you live, write In.

for f, check the blank for living and paid employment If

these apply to your father and mother. For age, write In their

ages.

Under S, you are to write the number ©f brother© and sis-

ters you have and then give the ages in parentheses following

the number, follow the directions given for H, 1® J, K, and

L. Bo not cheek any of the items on B until I have given the

explanations, (Give sufficient time, then proceed to

228

j* deals with dating. You will check certain practices

according to how they are explained. You may need to check

^ore than one,, Tour answers will be based on the last six

monthb, or since school started in September. You will have

to think in terms of an average since some weeks and some

months you will have more dates than others. Ue are concerned

primarily with how often you generally date.

By dating, you will consider the activities that most

people refer to as "dates." These can be formal or informal.

They can be as simple as a "coke date" and a "study date," or

as complex as a date for a formal dance. Whet you and your

fellow students refer to as a dating activity will be consid-

ered as a date.

The first blank is followed with "Have not dated." You

will check this blank if you have not had a date in the last

six months. If you are married, you will not check this nor

any of the following blanks until you are Instructed to do so.

The next blank, in the left hand column, is to be checked

if you date occasionally. This means that you have dattd in

the last six months, but have not dated as often as once a

month. In other words, if you data occasionally, every now

and then, but not as often as once a month, check this blank.

The next blank in this colu&n is "Date frequently." This

blank is to be checked if you have dated as often as once a

month but not as often as once a week since school started.

229

If you have dated as often a® once a week since school

started la September, you will ©heck the "Date regularly"

blank In the next column. Reuvember this is general. If you

date Host ©very week, then you would check this blank*

Under the "Bate regularly" blank, there la a blank for

those to check that go steady, if you have checked the date

regularly blank, then you will check this blank if you have

dated only one person during the time since school started•

fhis means that for the last six months you have dated an

average of once a week with one person.

She next blank Is for those that have goat steady. The

period for this extends further back than since school started

this year. All of the previous questions on dating have been

concerned with the period since school started* Under "Have

gone steady," you will consider back for (2 years for

tenth graders or 4 years for twelfth graders). If during the

past years, for a six month period you dated one person,

and only one person, for an average of once a week, you will

check this blank* You will have dated at least an average of

once a week with only one perioa. and for at least a six months

period. If you have done this, check "Have gone steady."

If you are aarried, or have been married, you are to check

the next blank which is in the next column and states MI am

carried,"

Looking back over the first six blanks on dating, every-

one should have checked one and only one of the first four

230

blanks, fhose that checked "Bate regularly,B may also have

oheoked "So steady," If they qualify, lay®®# who has not

checked "Bate regularly" should not have checked "Go steady*1*

Anyone who has cheeked "Bate occasionally,*> •'Date frequently,"

or "Bate regularly, * my alto have qualified to oheok "Have

gone steady** Married students irlll hare checked nl mat ear*

rled" and ®ay also have checked "lave gone steady*"

The item following "1 an married" is "I feel I should not

go steady#" So matter what blanks you have cheeked up to now,

if you feel that you should not go steady, check this blank*

If you feel that it is all right for you to go steady, you will

leave this blank unchecked. Married students will also check

or not check this blank according to how they feel about a

person their age going steady. In other words, if you were

not married, do you think it would be all right for you to

go steady!

the last blank deals with how you feel your parents think

about your going steady if you are going steady or if you were

to go steady* If you feel your parents think or would think

it is all right for you to go steady, you will leave this blank

unoheoked* This is your idea about how your parents would

think about your going steady*

I»ook back over all iteas and be sure that you have checked

the applicable one. When you have done this, fold your sheet,

bringing the top edge down to the bottom edge and orease the

fold.

231

Pass your paper to the front of the row. Do got discuss

jour answers with anyone*

Sot® to the Teacher

Please checit over all information sheets Mid see if there are

any Jokers# ar3c these so they say be discarded and a oorreot

one filled out* If there are colored students (Negroes) in

the class j aarJc their sheets with a large B In the upper

right hand corner* If there are Latin Americans in the class,

aarit their sheet with LA. Thank you.

APPEHDIX B

232

233

Index of Sooial Position

Formula far Gocio-economic Hating

W Holllngekead. and Bedlloh

X (socio-economic score) as

6 (residence) •

5 (education) •

9 (occupation)

Seal# for Scoring

A. Residence scale rating. - based on value of resldsnee 1. #75.000 - up 2. 30*000 • #75,000 3. 18,000 - 30,000 4. 7,500 - 18,000 5. 2,000 - 7,500 6* less than 2,000

1* Educational seals ratine -- t• araduate professional training 2. College or University degree 3# partial College (at least one year feat not a degree) 4. High School graduate 5. Partial High School (completed tenth or eleventh grade) 6* Junior High School (7th grade through 9th grade) 7. Lee* than seven years

0. Occupational scale rating -1« Executive® and proprietors of large concerns, major

professionals 2. Managers and proprietor® of sedium sised businesses,

lesssr professionals 3. Administrative personnel of large concerns, owners of

small businesses, and eeal-profeselonals 4. Oimers of littls lraslnssses, olerioal, sales workers,

and teohnlolans 5. Skilled workers 6. Seal-skilled workers 7. Unskilled workers

JJNTOXX 0

234

235

Soeioaietric Seal©

lam# Date _ _

Sehool _ _ Grade _____

This It an exercise in thinking about whom you prefer

to be with or do tiling® with in certain situation®# For this

exercise, you will consider only the members of this group.

You are given a list of all student® in this group* Xou will

seleot from this list the Individual® that yon would prefer

to be with in the three situations. Tou are to attempt to

plae© each person in one of the five groups# Ion do not have

to put someone in every group. Tou should try to put every-

one in some group, fhe five groups arei (!) lost Preferredj

{2} Preferredi (3) Acceptablef (4) Less Preferred (acceptable

with reservation); and (5) Least Preferred (unaooeptable, ob~

jeot to).

fo seleot" the oategory to plaoe an individual la, use the

following boundaries#*

(1) Most Preferred • list the person (or persons! limit

is two in this group) that you would rather ehooss

for this situation#

(2) Preferred » list the perople that you would prefer to

be with in this situation after you have ohosen the

one or two people in the most preferred group*

236

(3) Acceptable - list the people that you would accept

In this situation; you would neither choose them nor

reject them because they would be acceptable*

(4) Le©s .Preferred - list the people that you had rather

not be with in this situation. You would not refuse

to woxk with them, but by preference, you had rather

not b® with them.

(5) Least Preferred - list the person {or persons - 11ait

Is two for this group) that you would not want to be

with in this situation. You would object if you were

assigned to work with the& in this situation.

If you do not know a person well enough to place him or

her in one of the groups, you should orit this individual.

Read each situation carefully. Consider the Members of this

class and then try to place each person in one of the five

groups.

In situation 1, you will consider all members in this

group. In situation 2, ycu will consider only members of your

sex in this group. In situation 3, you will consider only tos-

hers of the opposite sex in this group. In all situations you

will write in .the names in the provided areas.

After reading and considering each situation, write the

names in the group where you feel they belong. The list of

names is provided to help you in considering everyone in this

group and will serve as a check list.

237

If you have any question®* you nay ask jour teacher for

additional directions or assistance, Do not discuss your

selections with anyone else.

Situation 1

Tills class is visiting several attractions in a large

city. It la necessary for the group to walk froa on# point

of interest to another several block© away. So that groups

will not biocx the sidewalks and so that everyone will be ac-

counted for by soaeone else, the buddy system" is adopted,

lou are to select the person that is to be your "buddy" for

the tour.

Consider all members of this group, as Hated on the sup-

plied sheet. In making your choice as to whoa you would want

to be paired with, consider both boys and girls. Write the

names of this group in the following spaces accordlag to the

general Instructions,

(1) Most Preferred -

(2) Preferred

(3) Aoceptable

238

(4) Less Preferred -

(5) Least Preferred

Situation 2

If you are a boy, you belong to a club of all boys. If

you are a girl, tit© elub is composed oa 11 girl®* Ton are

to consider the following situation fro® this standpoint.

A# a part of your ©lufe's activities, the members are

making an overnight trip. Housing aooowBodatlom® art made for

two to the roon at the hotel your group will use* Tour spon-

sor asks you to complete th© for® below on all «#®feera of your

©lub to enable hi® to make room assignments. If th® club were

composed of the aeaber® of this group of your sex, rank all

meabers in the five groups below*

Remember «* you eonsiler only members of your sex In this

class for this situation.

239

(1) Most Preferred

(2) Preferred

(3) Acceptable -

(4) Leas Preferred -

(5) Least Preferred -

Situation 3

lour school has Joined several other sehools in m as-

sociation. to work jointly la developing programs of service

to the individual towns and communities* You have been se-

lected a® the representative from this class to meet with a

240

council composed of representatives fro® all classes in the

school®#

Bach representative Is to bring a "date" or second repre-

sentative of hi® or her choice from the same class* At the

council meeting, there will toe a general session in which the

group will fee addressed by a well-Mom personality, this

will be followed by a coke party, the last activity will be

section meetings for groups according to school size.

Since this will be a social meeting a® well as a business

one, the representative is choosing a second representative

from the opposite sex so that there will be an equal number

of boys and girls.

On the basis of this information, rank the members of the

opposite sex in this olaes into the five groups#

(t) Most Preferred -

(2) Preferred

(3) Acceptable -

241

(4) Less Preferred

{5} Least Preferred

Instructions for Administering the Socioaetrlc Scale

This scale is to be administered only In a classroom

situation or to a groups approximating classroom else. This

classroom size is considered to be from ten to forty students*

The directions to the student, printed on the front of

the scale, are to be read aloud to the students with the scale

in the hands of the students so that they may follow along

with the reading. The teacher administering the seal® will

attempt to answer all questions bearing on the mechanics of

the scale. There will be no set time limit. The students

will be given adequate time to consider the situations and to

iuake their ©elections® Larger groups require store time than

smaller groups. The teacher administering the scale will be

the Judge at to the length of time spent on the scale*

When the student finishes, he will turn it over, face up,

and remain in his seat until everyone in the group has finished*

If the teacher decides sufficient ti»e hae been taken, and that

additional time would be of no value, he will call time and

collect the scales.

242

In most Instances, a list of students la the group 1b

supplied to the teacher to give each student a copy. If a

list ts not supplied, the teacher should write the names of

all students 1m the group on the blackboard. This should

be done in two columns. One column for boys and the other

for girl®. This will serve to cut down the tlrae required to

complete the scale and will also help to eliminate rubber-

necking to see everyone in the room. The names should be

written on the, board or the lists handed out before the scales

are distributed. The teacher should read the scale and be

familiar with it before administration.

APPEKDIX D

243

244

formulas For Hypotheses feetlag

A* Formula* used to obtain t for testing Hypotheses (1), (3)»

(4), {5)f (6), {?)* (8), m ) » (!6)f aai <t?).

% vala© s7lT « M| *a

tS • j£ If ®g

19§2§ p» 1G3 tod pp# 268*»&9<* ri. «&.,

B. Formala* weed to ©totals t for tenting Hypotheses (2), (9),

CtO>a (tl)f (12)t (135, (14),

£ talna a %\ - %g

£ Q ( 4— * x» « | Jig

* Seary I# aarrett, gleiaeatary fork, Bavid McKay Soapaay, 'Tic^T 1962, pp. 135*58.,

_»» *tw ad »i.f

APPSKDIX I

245

>46

TABLE LXXII

MIAN DBVIATIOK 01 THM OAXrlfOillA u i l l l I B r a E B B SCOE33S f@1 f S O T TBITH SEAI)B~l0fS™&0lfI

f 0 EfSAXr f I S f H 01ADI 1 0 I S M i l BOTH §0 3TM3I

'smmn

u 10 B a s E 10 ] m O o a p o a e a t M o w % Mean % £# o r T o t a l a

% d

8-are l# - . 0 0 4 3 2 . 4 5 . 0 0 0 0 2 . 5 9 - . 0 0 4 9 >•9 f o r . Wth. - . 0 3 9 1 1 . 5 9 - . 0 0 7 1 3 . 5 6 - . 0 3 6 3 >•9 P e r . f t e . . 0 1 7 3 2 . 5 5 - . 0 5 7 1 2 . 9 5 . 0 7 9 0 >.9 Belg« • 0 3 4 ? 2 . 7 1 . 0 1 4 2 3 . 7 3 . 0 1 8 7 >#9 f £ . f t . - . 0 0 4 3 3 . 2 9 —.0142 3 . 4 1 . 0 0 8 5 >.9 I t * . S . - . 0 1 7 3 2 . ? 2 —.0428 2 . 6 7 . 0 2 7 0 >• 9 P « p . A&J. .0086 1 1 . 0 2 —.0428 1 7 . 0 8 . 0 1 0 8 >•9 S o o . S » . - . 0 3 9 1 2 . d 2 —.0500 4# 0 5 . 0 0 9 7 >.9 S e c . Sic. . 0 4 3 4 2 , 7 8 . 0 3 5 7 3*47 . 0 0 7 2 > . 9 A - s 1 4 . . 0 0 0 0 2 . 8 1 . 0 2 8 5 3 . 8 6 - . 0 2 5 2 > . 9 f m . R@l. - . 0 3 9 1 2 . 7 2 - . 0 2 1 4 4 . 1 0 - . 0 1 5 3 >•9 S c . B e l . - . 0 3 4 7 2 . 5 3 . 0 0 0 0 3*64 - . 0 3 3 2 >•9 On* R e l . - . 0 3 0 4 2 . 8 6 - . 0 2 8 5 3 . 3 5 - . 0 0 1 ? > .9 S o o . A d j . . 0 2 1 ? 11 #29 - . 0 2 1 4 2 0 . 7 1 . 0 0 7 9 > .9 T o t a l - . 0 3 4 ? 1 9 . 4 4 • • 0 1 4 2 3 7 . 1 1 • 0021 >•9

* 35 d e g r e e s o f f r e e i o ®

24?

TABLE LXXIZZ

K M DEVIATION CB THE CALIFORNIA TEST Of PER3CIALITY SCORi'S FOR CUBA! TSHTO CJtADB^SSlS^OMPArijS

TO RURAL TENTH GRADE BOYS WHEN BOTH DATE RKJULARLY

Component or Total

S-rel. w • Wth»

Per. Fdm. B«lg* Wd. Id. Her. S. Per, Adj. Soc. Sn. So©. 8k » A-t Td. fa. Rel. So. Rel. C o t . Rel. Soc. Adj. foi&l

0 10 B D8 Mean d

-.0105 -.0105 .0052 *•0263 -.0315 -.0052 ..0568 .0000

• . 0 3 1 5 . 0 1 3 7

• . 0 1 5 7 -.0210 .0157 • • 0421 #0105

2.64 2.58 1.97 1.79 2.92 2.58 9.53 2.10 2.68 2.54 2.09 1.92 2.22 7.17 15.01

1 10 B OB Mean 4

# 23 degrees of freedom X

.0166

.0000

.0000

.0000

.0000

.0000 - . 0 3 3 3 -.0333

.0000 -.0500 .0166 .0166 .0000 .0000 .0000

%

1.93 1.91 1.50 2.38 2.63 2.00 a. 89 1.42 1.63 1.94 1.73 1.99 1.55 7.94 16.35

-.0223 >.9 -.0088 >.9 .0057 *.9

-.0276 >.9 -.0226 >.9 -.0043 >.9 -.0007 >.9 .0348 >.9

-.0262 >.9 .0559 >.9

-.0330 >.9 •.0398 >.9 .0155 >.9

-.0117 >.9 .0014 9

P»

248

TAUd ESXIf

H i i l DEVIATION 01 TH£ 0ALIFQR1.1A TJST ^ gBRSOIiLITX SCORES f OE TOSS? f M f l G E A l l T o f S COMPARED

TO RURAL TENTH GRADE BOYS f l M BOTE DATS FREQUEBTLY

Component or Tota l

U 10 B BF R 10 B BF . t m*

P» Component or Tota l

Mean d

3D Mean d

SD t m*

P»

S - r e l • .0181 2 .43 .0076 1.74 .0132 >.9 Per . wth. - . 0 3 6 3 2.60 —.0461 3 .18 .0095 9 Per . ffdm. - . 0045 2 .08 .0000 2.51 — » 005-6 >.9 B«lg» - .0227 1.82 —.0461 2.36 .0318 >.9 W4. Td. - . 0454 3.42 .0000 3.21 - . 0377 >.9 Her. S, • 0000 3.89 .0153 2 .33 - . 0 1 2 5 >.9 P e r . Adj . .0000 13.37 - .0461 12.13 .0099 >.9 Soc. i n . - . 0 1 81 2.01 - .0230 1.58 .0072 >.9 Soc. Sk. .0171 2.89 .0076 2 .53 .0196 >.9 •ti—s Td * .0000 3 .53 - .0230 2.39 .0202 >.9 ?!3i &6l . - . 0363 3 .14 - .0615 2 .?4 .0227 >.9 So• Bol• .0318 2.42 - .0384 1.49 .0918 9 Om. R e l . .0045 3 .12 .0000 2.49 .0043 >.9 Soc. Adj . - . 0045 14.06 .0307 10.91 - •0075 >.9 Total - .0272 28.54 - . 0538 21,31 .0028 >.9

# 33 degrees of f r e e t o a

249

SAILS LXXV

LSAK OTIAf101 OR THE CALIfORHIA TEST Of PERSONALITY SCORES FOR m i l l f i N # o t e D B ^ s ^ o M C T S 5

TO RIFBAL TKfTH GRADE BOYS WHSS BOTH 8SI1DOM OB HSVEH

BATS

* 1 0 1 degrees of freedom

iTlo"" B SIB R 10 3 SID Component litaa —g- I © S t j»* or Tota l d d

S - r e l . .0238 2*01 -•0?11 2.71 .0736 >*9 f o r • ^ th i .0313 2.35 .0388 3.08 - . 013? >•9 P®r. Ida , ,0134 2 ,28 .0194 .2.79 - .0116 >*9 Kalg. - .0044 2.66 .0305 3.49 -*0564 >*9 Id . Td. • .0238 3*02 .0000 3*24 - .0369 >*9 Ker. S» .041? 2,55 ••0111 2.33 .0956 >*9 P«r. Adj . - .0014 11.28 .0027 13*32 - .0016 >•9 Boo, 3n. - .0179 2.04 -*052? 1.93 .0835 >*9 Soc. Sic. -#0328 2.62 .0194 2*89 - .0922 >.9 A-s Td» - .0179 3*23 - .0361 3*36 *0266 >.9 f a . Rel. - .0313 2.96 .0000 4.11 - .0440 >.9 So. EtX. .0208 2.75 - .0222 2*68 *075? >*3 Cm. Eel• .0089 3 .13 ,0222 2. 92 - . 020? >*9 ;iOC, Adj. **#0119 11.45 .0083 13*02 - .0080 >.9 Total - .0074 20.46 - ,0361 24.79 .0062 \ 9

250

TABLE LXXYI

mMM DSVUIIOi 01 TgB OALWOWll £ | S T OF PgHSOgALin SCOPES f 01 URSO 7£3$H MM~3

TO ROIiAL TENTH GRADE BCYS SEES BOTH HAVE GOHE STEADY

U 10 B HGS 1 10 B HQS Component Kean 1S&E ~ 1 | • i p* or T o t a l d d

s - r e l . , 0 6 0 4 2 . 2 0 - . 0 4 6 4 2 . 3 6 .1911 . 9 J?«r. Wth. . 0 0 6 0 2 . 5 2 - . 0 1 0 7 2 . 7 8 . 1 4 9 3 . 9 $®r» Fdsu . 0 8 1 3 2 . 6 3 — # 0428 2 . 6 0 . 1 9 2 2 . 9 B t l g . . 0 8 6 0 2 . 8 0 . 0 2 5 0 3 . 3 8 . 0 8 1 4 >.9 Wd. Td. . 0 2 7 9 2 . 9 3 . 0071 2 . 6 5 . 0 2 9 8 >.9 Tier, S. . 0 2 3 2 2 . 7 3 - . 0 2 8 5 2 . 3 7 . 0 7 4 5 >.9 P e r . Adj . . 2 3 4 3 1 2 . 0 2 - . 0 2 1 4 12 .51 .0851 >»9 Soo. Sn» . 0 1 3 9 1 . 8 8 . 0 0 0 0 1 . 8 5 . 0 3 0 2 \ 9 S o c . £&. - . 0 6 ? 4 3 . 0 7 - . 0 1 0 7 2 . 9 5 - . 0 7 6 0 >.9 A-e Td . . 0488 3 . 5 1 — o 0142 3 . 1 4 . 0 7 6 0 >.9 FFM. REL. - . 0 3 7 2 3 . 1 3 . 0 2 8 5 3 . 7 9 - • 0 7 8 2 >.9 So. E e l . . 1 1 6 2 2 . 9 7 .0321 2 . 3 5 . 1 2 4 4 >.9 Cm. R e l • . 0 6 2 7 3 . 2 3 - . 0 5 7 1 2 . 5 3 . 1 6 3 4 . 9 S o c . Adj . . 2 8 1 3 1 3 . 2 8 . 0 0 0 0 1 2 . 9 0 . 0 8 6 9 >.9 T o t a l . 5651 2 2 . 2 2 . 0 2 5 0 2 4 . 2 5 . 0951 >.9

* 69 d e g r e s s o f freedom

25!

SABLE LXXVII

kMI DBVlAf 101 OR THE OAMfORflA fgSf OF .FBRSOlALlfl SCORES FOR U1M1 SSIITH GSADS BOTS COMPARED

50 RURAL fllfH GRADB BOIS WHEN BOTH HAVE SOT GOSS

STEADY

¥ 10 B B::GS . li 10. B . » § _ Component «5aa ' ^ ¥ sb t p* or Total d a

S-rtl• .0136 2,33 -.0146 2,6? .0607 >»9 Per* WtSa# -*0366 2*29 -.0243 3*» -*0271 >.9 Per, Fdm. *0420 2# 14 -.0512 2.75 .2070 >. 9 B®lg. ,0000 2 • 46 .0121 3® 39 -.0229 >.9 m , td« -.0375 3.27 -.0146 3.69 -.0351 >«9 M®r. s# -*0238 2.93 .0073 2.75 -*0568 ?*9 Per# Adj. *0102 11*46 .0292 15.8? -*0076 7*9 Soc. Sm# .0079 2,24 *0213 2.87 : -.0298 >.9 Soc# Sk# -#0181 2.62 *0146 2.95 —•0629 >»9 A~s fd# *0045 2*92 .0213 3.29 *•#0239 >.9 Fa, Rel • -.0534 2.76 -.0073 3.82 -.0771 >.9 So, Eel# -.0409 2*34 • 0317 2*95 -.1490 .9 Ca. Bel. ,0011 2.8? -#0463 3#14 .0841 >#9 Soc# Ad J# • 0045 10*59 -.0170 15.74 *0091 >*9 Total -#0409 21.4? -.0317 30.04 -.0019 >•9

* 12? degrees of freedom

TABLB XXXVIII

252

IM 1 BBVIAf 101 M TEE CALIFORNIA TBST Of PB. SOOHBS FOR WRBWTfMFlmSI 5ms colF

TO MMT TENTH GRADE GIRLS WHEN BOTH GO STEADY

OlALIfT SB

Component or Total

V 10.. 0 GS R 10 G GS t f* Component

or Total "M«aa

d — U P ~ Mean

d - S j p t f*

3 - r e l • - . 0 2 3 5 2 . 2 2 - . 0 2 1 4 2 . 5 7 - . 0 0 2 7 >. 9 Per. Wife# .0000 2 .73 .0214 2 . 9 9 - . 0 2 3 4 >.9 Per. Mm# .0176 2 .99 - . 0 3 5 7 3 . 2 6 .0534 > .9 B@lg# • 0008 2.93 - . 0 2 1 4 2 . 8 2 .0321 > . 9 i d . Td. .0411 2 . 7 2 .0285 3.72 .0127 >.9 Her. S. - . 0 1 7 6 3 . 2 9 - . 0 4 2 8 3 .31 .0235 >.9 Par. Adj. - . 0 2 0 5 12.36 - . 0 4 2 3 14.86 .0052 >.9 Soc . Sn. •••0588 1 .50 .0071 1.86 ; - . 1 2 5 7 . 9 Soo • Sic • -.0176 2 .39 - . 0 2 8 5 3 . 0 2 .0130 >.9 A-8 Td. -.0323 2 . 8 0 .0214 3.89 - . 0 5 2 4 >.9 ?»u Bel. —.0264 3# 57 - . 0 1 4 2 3 . 3 7 -.0106 >.9 3c. Bfil * - . 0 0 8 8 2 .65 .0214 3 . 1 7 - . 0331 >.9 Ois. R®X» .0117 2.36 -.0071 3 . 2 3 .0195 >.9 Soc. Adj. —.0029 11.26 —.0285 16.26 .0061 >. 9 Total .0352 22.31 -.0071 30 .97 .0052 >.9

46 dtgrttt® of freedom

253

9J3L1 IXXIX

;BA!« DEVIATION 01 THE OU.IFCRHIA TEST Of PJSK30MALITT oCCRES f o r 0rbS» t i f f I T O S S CTlsTomBBS

TO HBRAL WITS GRADtS GIRLS WHEN BOTH DAT1 REGULARLY

U 10 G BR , K 10 a BR Component l e an 3D Mean s i r % p« or Total 4 a

S - r e l . - #0090 1.90 - .0266 2.94 .0214 >.9 P®r. Wtfa. - .7818 2,34 .7666 2.06 -2.0141 #03 Per, Fits. .6681 2.99 - .6733 2.35 1.4160 •2 Bftlg. - .6545 3.01 .6200 2.94 -1 .2415 . 3 tfd. Td. • 0000 3.33 .0000 2.66 .0000 >.9 Her. S. «• * 1409 3.02 .1333 3.03 - .2634 * V p®r» M J . - .8136 12.62 • 8066 12.93 - .3683 .$ Soc. 8iu 1.0090 *64 - 1.0333 1.54 5.4003 .001 Soc. Sk. .7272 2.32 . 7466 2.29 1.8544 • 1 Ii-B Td. - .2681 3.41 .3066 2.94 - .5175 . 7 if*SI# . -2 .4363 3.36 2.4333 9.44 -2 ,1609 .05 So. fiel* .6434 2.80 - .6866 2.19 1.504S .2 Oa. Ee l . - .3318 2.52 .2933 2.28 - .7483 .5 Soc. Adj. 2,0090 12.34 - 2.0466 9.72 U0379 . 3 Total n4 .8227 67.76 -14.7600 21.34 1 * 5906 . 2


TABLE LXXX

2 5 4

m m DEVIATION OK | H S OAMfOMXA TEST Of PERSONALITY SCORES FOB ORB AN "TENTH GRACJfe GIBLS COM?A££D

TO BOHAL TENTH G1AD1 GHKLS WHEN BOTH BATS FREQUENTLY

tgSBSS^SSmsSSSSO&t

U 1 0 s I t 1 10 a DF SBSSSSS#

Oostpoaent M e s a Sj) Mean 3D t p # o r T o t a l d d

S-re l* - .0277 2 . 5 6 .0000 2.26 - .0309 9 Por. Wth. , 0 3 2 2 1 . 9 8 - * 0 3 5 7 1.58 . 0 8 6 4 >. 9 f 8T « PdlH. • 0 0 0 0 2 . 8 1 - .0357 2.78 . 0 3 4 6 >.9 Belg. - . 0 4 4 4 2.1? - .0428 2,62 - . 0 0 1 8 >.9 ¥d. Td. • . 0 2 2 2 3 . 0 3 - .0357 2 . 4 5 . 0 1 3 1 >.9 i t r * s . . 0 2 2 2 2 . 4 1 .0000 2 . 4 8 .0246 >•9 P e r . A d j . - . 0 1 1 1 8 . 6 3 .0357 9.91 - .0133 >.9 3oc. Sn. ~ # 0 4 4 4 1.67 - . 0 4 2 8 .97 - .0030 >.9 S o c . Sic# ,0222 2 . 9 0 - . 0 3 5 7 1.67 .0645 >•9 A - 9 T d . - .0333 2 * 3 5 - .0357 2.47 .0026 >.9 f a * R e l . - * 0 2 2 2 2 . 3 2 .0071 3 .23 —.0289 >«9 So« Bel * -•0222 1 . 3 5 .0071 1.59 - . 0 5 4 3 >•9 CJffit Bel* - . 0 2 2 2 2 . 7 S .0142 2.23 - .0387 >.9 6 0 0 . A d j . .0055 7 . 3 8 - .0142 7 . 7 3 .0071 > . 9 T o t a l .0000 14* 0 6 - .0142 15.89 , 0 0 2 6 >.9

* 3 0 d e g r e e s o f t r m & m

255

TABLE LXXXI

KiiAll JDEVIAfIOfi 01 THE CALIFORNIA T.SST OF PiaSf/lALXTT SCORES FOE URBAN TESTE SEAM GIRLS Q c W l M l ^

TO HTML TENTH GRADE GIRLS MBS! BOTH SELDOM OH HEVBR

MT2

Component or Total

11 tO 6 SND a 10 a SUP . t P* Component

or Total Kean a

" $i) 4

SB t P*

S-rel, .0063 2.16 -.0030 2.56 .0192 >.9 Per. wtbu -.0269 2.40 -.0100 2.49 -.0269 >.9 Per. Mm. .0000 2.94 .0095 3.26 ,0114 >.9 Belg . ,0206 2.26 • 0000 1.68 .0367 >.9 Vd*- Td. .0174 3.11 ,0000 2.31 -0228 >*3 Her. S. -.0507 2.92 .0000 2.13 -.0710 >.9 Per. Adj. .0190 11 .51 ,0000 9*64 .0066 Soe* Sa» .0206 7.69 -.0150 .82 .0204 >.9 Soo. 8k• -.0031 2.37 .0000 2.56 —* 0049 V9 A-B Td. -.0285 3.10 • 0000 2.06 -.0380 >.9 ?©•• Bel. •.0111 3.76 .0000 3.21 -.0117 >.9 Se* Bel. .0206 2.35 -.0100 1.35 *0547 >•9 Oa, Rel# -.0015 4# 9^ .0000 f *95 -.0013 >• 9 30C. Adj. .0349 10,69 • #0100 7*83 .017! >.9 Total -.0333 21.02 .0300 68-66 -.0063 >>9

*81 degrees of freedom

236

TABLE LXXXII

m m deviat ion oa the Cal i fornia TEST 0? PERSONALITY SCORES FOR URBAN"*TBHfH GRADE gTOs C ' o M S i S ^

TO SOSAL fSITH GHA05 GIRLS WHEN BOTH BAYS GOII SfEADT

U 10 G Has I tO G HGS , ,

Oomponeat HBfSan ' Sj) Mean % t p* or Tota l d d

%

S - r e l • - . 0120 2.19 —.0358 2 .73 .0521 >.9 Per . Wtfa. - . 0252 2.41 - .0384 2 .33 .0279 >,9 Pe r . Fdm. - . 0285 3 .29 .0025 2 .94 - . 0505 >.9 Belg. .0043 2 .7? .0023 2 .64 .0034 >.9 m . Td. - . 0 2 6 3 3 .02 - . 0 3 5 8 2.31 • .0166 >.9 I « r . S. .0230 3.15 .01?9 3.01 .0085 >.9 JP®r. Adj. .0241 12.16 .0051 12.12 - .0125 >.9 See. 3n* .0133 6 .15 .0051 1.23 .0096 >.9 Soe. Sic. .0000 2 .38 - . 0102 2.40 .0222 >.9 A-s Td, - .0241 3.31 .0334 2.90 - . 1 0 1 5 >.9 Fa. H«l. - . 0252 3 .45 .0564 6 .60 - . 0915 >.9 So. Bel• .0395 2.51 .0256 2.07 .0302 >.9 Om. fisl• - .0296 4 .49 —.0230 2 .40 —.0005 >*3 Soo * Ad J . .0000 11.59 .0410 9.91 - .0191 9 f a t a l .0313 39.30 .0230 21.16 .0013 >.9

* 128 d s g r t e s of f r # t d o a

257

TA3LE LII1III

mm DEVIATION 01 THE 0AL I?€KBIA TEST Of PBJR30SALITT SCORES FOB URBAN T^JTTH GRAS2 5 I t l S COMPARED

TO HDBAL fSIfH GRABS GIRLS WHEN BOTH HAVE NOT GONE

STEADY

U 10 U H1GS P: 10 a ISGS Component Mmn 3D ifean SD t p * o r T o t a l a d

S - r e l • « . 0 2 6 0 2 . 3 0 . 0 2 0 8 2 . 4 0 - . 0 7 8 5 >* 9 P e r . =fth. - . 0 3 4 7 2 . 5 2 - . 0 3 7 5 2 . 1 4 . 0 0 4 4 >.9 P e r , ?diB. - . 0 0 6 5 2 . 7 5 . 0 2 0 8 2 . 7 1 - . 0 3 9 1 >.9 Belg# #0195 2 . 1 0 » . 0500 2 . 3 5 . 1 2 4 0 > .9 yd* T d . - . 0 5 2 1 3 . 1 5 - . 0 3 3 3 2 . 7 1 - . 0 2 4 5 >.9 N e r . S. . 0 4 1 3 2 . 5 3 - . 0 5 0 0 2 . 2 5 . 1 4 6 7 . 9 P e r . Adj. - . 0 3 0 4 1 0 . 5 5 - . 0 2 9 ' 1 1 . 5 2 - . 0 0 0 4 >•9 Soo . Sn. . 0 2 1 7 1 . 0 3 . 0 2 0 8 1 . 5 7 . 0 0 2 8 > .9 Soc . Sk . - . 0 1 9 5 2 . 0 9 - . - 0 4 5 8 2 . 8 5 . 0 4 3 2 >»9 A - 8 T d . - . 0 5 4 3 3 . 6 2 - . 0 4 1 6 3 . 2 1 - . 0 1 4 2 \ 9 fm. &©!» . 0 5 0 0 2 . 1 5 - . 0 4 1 6 2 . 2 5 . 1 6 3 9 .9 So* Rcl. . 0 1 5 2 2 . 7 4 - . 0 0 4 1 2 . 6 5 . 0 2 7 9 >.9 Ga# Eel* -.0473 2 . 5 2 - . 0 2 0 8 2 . 53 - . 0 4 1 8 >.9 S o c . A d j . . 0 2 3 9 8.89 - . 0 3 3 3 1 1 . 9 9 . 0 2 2 2 >.9 Total ->.0500 1 8 . 3 1 . 0 2 0 8 6 5 . 1 8 - . 0 0 6 7 >.9

* 68 dtgress of frtedoaj

258

TABLE LXXXIV

MBlis DEVIATION 01 f l lE fiALIFGRMIA f l S f OF PEKSONALITT scobss FOB ukbasT"stnSSfOSSDS BoxiroTSmpIrSd ~"

TO RURAL TWELFTH GRADE BOYS WHEN SOTS GO STEAM

smmm> .«<*•*»*»«

-JL .12 * -fiS , E 12 B GS Component Mean SD Mean SD t p* or Total & a

SD p*

S-rel. -.0119 2.49 -.0434 2.33 . 0489 >••9 Per. wth. .0142 2.33 .0086 2* 38 .0083 >•9 Per. Mm., -.0166 2.81 -.0173 1.94 .0010 >•9 Belg. -•0428 2.46 -. 0043 2 . 5 5 —•0584 y» ^ Wd. Td. .0380 "X otz

$ £** .0130 3» 17 . 0295 >.9 Mar. S . .0357 3 *-48 — # 0043 3.08 • 0433 >••9 P6r. Adj* ,0023 12.93 .0217 12.:? 9 -•0056 >• 9 Soc. 8b. * 0214 1.39 .0304 2 .39 -.0178 >.9 Soc. sk. -.0023 9.44 .0000 3.'29 -•0011 A-e Td, *0214 3.31 .0304 3.17 -.0104 >.9 law lei. .0190 3.33 -.0260 3*53 • 0480 >. 9 So. Bel. .0166 2.16 -»0036 2.63 .0406 >.9 Om. lei. .0023 2.83 -.0217 2.53 .0334 >.9 Soc* Ad J» -•0190 11.58 . 0 2 1 7 14.98 -.0120 >.9 total . 0 0 0 0 23.07 .0000 26. OB .0000 >•9

# 68 degrees of freedom

TA3LS 1XXXV

259

HEM DBflafICB OK SfHK CALI?CERIA TEST OP JEHSOKALITT scokbs FOE u E f i r f ^ f f r a S M - T ^ f r co-Shmr^

SURAL TVSLFTH GEAJ5.S BOYS M M BOTH DATS REGULAR!!

TO

U 12 B 21 E 12 1 m Component lean SD Mean £j> t p# or t o t a l d

SD d

£j> mm

S-rel# .011? 2.33 .0000 2»38 .0136 >.9 Per . Wth. -•0037 2# 10 - .0076 3»S9 .0043 >.9 Per# tela# - .0370 1 . i'3 ..0076 2.61 - .0593 >.3 Belg# - . 0 5 1 3 2.21 - .0538 3.38 .0021 >*9 Wd. Td. - .0444 3.19 - .0153 3# 28 — . 0260 >.9 Mer» S» .0222 3 .48 .0076 3.39 .0121 ?. 9 Per* Adj# -•0555 10.99 -•0334 16.41 - .0037 >.9 bOC« .0037 1,68 .0076 2.79 - .0054 >.9 Soc. Sx. - .0111 2.63 .0076 2# 66 -•0195 >.9 A-e Id# #0407 3.26 .0000 3.35 .0350 >•9 fm# Eel , - . 0074 2# 16 ..0384 2.93 - .0342 >.9 Se# Eel , .0296 2.32 - .0384 2# 90 .0778 >•9 Cm, l e i . - . 0037 10.33 .0076 14.06 -#0027 >•9 Soc. Ad j • - .0185 11.63 -# 0461 14,56 .0291 >.S Total •#0296 19*98 - .0461 28.34 .0020 > 9

* 39 degree® of f reedoa

260

TABLE M l l f l

mm BE? I1TI Oil 03 TUB CALIFORNIA «SSf Of FSBSOHAMTT sooseb fob vwm-rnmrmm^rrQmmm—

SO SURAL TWELFTH GSADI BOIS ¥1111 BOTH OATB fEEQUllfLY

Itr 12 o f P. 12 Bf r~—"•**"—

Component Keaa Sx> f'ean P* or T o t a l d d

S - r e l . - . 0 0 5 0 2 .31 - * 0 3 5 5 2.-38 . 0520 >.9 Per. Wtti. . 0 0 0 0 1 .61 - . 0 2 2 2 3 . 0 2 . 0 2 4 8 >.9 Per . Fdnu .0000 1. 32 . 0 3 3 3 1.98 - . 0 5 1 3 >.9 3elg» - . 0 1 0 0 1.09 . 0000 3 . 4 6 - . 0 1 1 2 >.9 Wd, Td. - . 0 0 5 0 1 . 7 8 . 0 4 4 4 1 #80 - . 0 6 6 3 >#9 Her. 3 . - . 0 1 5 0 2 . 0 8 - . 0 3 3 3 2 , 3 8 , 0 2 0 2 >.9 P e r . AdJ» *0000 6.78 - . 0 1 1 1 12.71 . 0 0 2 9 >»9 ooc* Sn. - . 0 1 5 0 2.20 . 0000 2 . 0 0 - . 0 1 6 8 >.9 Soc , Sk. - . 0 1 0 0 1 . 7 8 - . 0 3 3 3 3 . 8 5 .0215 >.9 A-s f d t - . 0 0 5 0 2 . 5 2 . 0 3 3 3 2 . 5 6 - . 0 3 5 8 >.9 F»u» H@1 , .0000 2 , 0 6 . 0 0 0 0 3 . 2 5 . 0 0 0 0 >.9 So. Bel, . 0 0 0 0 1 . 3 8 .0222 2 . 0 5 - . 0 3 2 9 >.9 Cm. R e l , . 0 0 0 0 3 . 0 7 - . 0 1 1 1 2 . 4 5 . 0 0 9 2 >.9 Soc, M^» .0000 6 . 2 9 . 0000 1 2 . 1 8 , 0 0 0 0 >.9 Total . 0 0 0 0 1 3 . 2 2 - . 0 2 2 2 2 3 . 5 9 .0031 >.9

« 30 d e g r e e s of freedom

261

SABLE LXXXVII

iSJffl B M l A f l O I 01 TH2 CALIFORNIA TEST Of PSRSOflALITT SO ORIS FOR URBAN TWELFTH SHADS BOtS CCSfMSfeD

TO SURAL TWELFTH GRADE EOIS WfllH BOTH SELDOM OR KEVER

DATE

V 12...B SKI) SKD Oomponeat Mean 3D lean. i f># o r To ta l d d

S - r s l . • 0125 2 . 1 3 - . 0 0 7 1 3 .18 .0240 \ 9 P e r . wth. • 0156 1 • 52 .0000 3 .12 .0223 >•9 P e r . f ins. .0343 2*63 "-.0142 1.41 .0633 K9 Belg • - * 0375 2 .22 .0000 2,71 <-•0480 >*9 Kd. Tel. - . 0 4 0 6 3*08 - . 0 3 5 7 3 .70 - . 0 0 4 5 >.9 Ner. s* ,0125 2,97 .0285 3 . 4 9 - . 0 1 5 6 >.9 P e r . Aol^. ,0187 9 ,99 .0428 14.49 - . 0 0 6 3 >»>'

Soc# 6n. .0156 1.30 - . 0 0 7 1 3 . 2 9 ,0326 >» 9 Soe« Sk. .0343 £ . 0 8 - . 0 2 1 4 £ .39 .0781 >«:? A-s Td. .0123 3 . 1 3 .0428 3 .85 - . 0 2 7 2 >.3 ?;«. F.el * - . 0 3 7 3 2,81 o 0571 9 .45 - . 0 5 0 3 >. 9 v»0# IvSX • - . 0 4 0 6 1 #9i$ - . 0 2 1 4 2.51 - . 0 2 7 4 >.9 Qia* R e l . - . 0 2 5 0 3 . 2 6 - . 0 1 4 2 2.81 . - . 0 1 0 4 >.9 Soc. Ad j . .0218 10.08 « ,0214 14.77 .0112 >* 9 Total —•0093 18.30 - . 0 2 8 3 26.63 .0027 >. 9


TABLE' LXXXVIII

262

HAS D.8¥XAfI0! OS TB3 OALIFOPJU TEST OF PBR80NALITT SCORES FG3. URBAN TWELFTH GRADE BOYS OOTIEES

TO RURAL TWELFTH GEAJ5E BOSS WHEI BOTH HAVE GONE STEADY

Component or Total

.... U 12 B HGS R 12 B l a s 1 ? •

Component or Total Mean

d S3 Mean

d SB 1 ? •

S-rel. -4 0072 2 . 4 5 .0102 £.3! - . 0 3 6 9 >'•9 Per« Wth. . 0 1 3 6 2 . 1 1 - • 0 0 7 6 2.83 -.0302 >. 9 Per# Fdau -•0318 2 . 5 5 - . 0 4 3 5 1.94 - . 0 1 7 7 >.'9 B s l g . -.0204 2.17 . 0031 2.20 -.0600 >»9 Wd. Td. .0361 3 . 0 5 , 0102 3.11 , 0430 > 0 JaS ©I" • fc> * . 0 1 0 8 3.31 - * 0 1 2 8 3.17 .0370 >.9 Per, A d j . - . 0 3 6 1 11.57 - . 0 2 3 6 12.93 -.0044 v«9 Soc, Sn. - . 0 4 8 1 1 . 7 0 . 0 1 2 8 2 . 4 9 -.1364 . 9 Soc • S i t . . 0 3 2 3 6 . i?4 -.0312 2,73 • 0722 >. 9 A-c Td. . 0096 3 . 1 2 . 0235 3.18 -.0260 >« 9 Fai. Eel. . 0 4 4 3 3 . 2 7 . 0 1 0 2 6.22 • 0395 >.9 be. £©1, - • 0 1 3 2 1.97 .02.36 £ . 3 9 - . 0 9 3 8 >.9 Gib« Rel • . 0 1 4 4 2 . 9 3 - . 0 2 3 0 2.71 .0670 >.9 Soc« Ad J * . 0 0 1 2 1 0 . 5 5 - . 0 1 7 9 12.89 .0066 >«9 Total - • 0 5 4 2 2 0 . 4 3 • 0358 23*48 -.0214 >#9


CO.

TABLE LXXXIX

2AM DEvIATIOM OH TiS OAHfOMU ?2S 3COS2S FOE t l l B A i r r J S ' J f f G M B l ' l

PlKSGSAMTl VftfflHSSS

t o RURAL I V B O T GSAB1 BOYS WHETS BC2H HA¥& NO® G0N2

3IMDI

T; 12 B JIMS 12 1 IBO-3 Ccmpcncnt IfesSi ffsan SD £ or Tota l d d

5 - r s l . <•0131 2 .03 -;GG'50 3 .05 - . 0 1 1 7 >.9 Per . Wtli. - .0131 1,84 - . 0 1 0 0 3 .39 - . 0 0 4 3 > # ? irer. Pdau #0032 3 ,08 .0000 •<*30 .0036 ># 9 Belg. - . 0 3 9 4 2 .32 - .0150 3 .75 - . 0 3 0 0 >< 9 M . I d . - . 0394 3 .23 .0000 3.41 - . 0 4 2 4 >.9 Her* 3*. -#0052 2 .^3 . 0000 3 .42 - . 0 0 5 9 >.9 Per* Adj . -«0473 10,32 .0000 17.18 - . 0 1 2 3 >.9 3oc. 3a* - . 0 3 9 4 1.64 . 0000 a . 99 - .0636 >.'9 Soo. 3lc. .0232 2.41 . oooo 3 .36 .0424 >.'9 A-a Id . • 0105 2 .87 .0000 3 .14 .0123 >.9 l a . Eel# -*0236 2., 33 - .0100 3* i t - . 0 1 3 0 >.'9 Sc. i io l . - . 0 4 7 3 2 .24 .0030 3 .04 - .0731 >.9 Cau I@1 . - , 0 1 8 4 2 ,84 .0150 2 .79 - .0421 >.9 Soo. a4J# - . 0 0 ^ 2 10.57 .0000 15,76 -»0014 >.3 f a t a l • 0073 1 9.34 .0000 31.36 .0011 >.9

61 degree® of f r s s d o a

264

TABLE XC

k&m D«VI.WIC§ m t b QhbiZQMi& m i OF P2.ES oaAMfY SO OSES FOB URBAJi TVS.'JIfc sUSi & W & ~ c o ^ W m •"

TO RURAL TWHLFfH SFJD3 GIBLS M M BOTH GO SfSABI

U 12 G GS .. R 1 2 # GS Component Mean % Mean 8j) t ?* or T o t a l a d

8j)

S - r o l . -*0285 2,64 .0363 1.83 - J1043 >.9 Per. th. ,0000 2.70 - .0409 2.39 .0612 >.9 ,?er. Mm, ,0321 2.53 - .0136 2.64 . 0700 >.9 Selg. ,0071 2,31 - .0500 2.91 .0898 >.9 Wd. 2d. .0000 3/07 .0227 2.79 - .0297 >»9 uer* S* - .0303 3.19 - .0090 3.13 - .0262 >.9 Per. A d j . - .0053 12.07 - .0043 13.32 - .0020 >.9 Sue* hxi. - .0250 1.11 - .0136 1.74 - .0337 >.9 000# 3J£ • ,0267 2.61 .0272 2*31 - .0007 >.9 A-S Id. .0392 2.51 - .0136 2.63 .0815 >.9 fau Sel# - .0071 3.42 . 0000 3.41 - . 0082 >.9 Sc. Eel. .0017 1.95 .0227 2.72 -*'0374 >.9 Oai# Eel# ,0123 j# 14 .0318 3.17 - .0162 >.9 Sac. M j , -.0446 i o . 7 t -.0136 13.31 - .0103 >*9 f otal - * 0339 41.08 .0000 25.07 - .0033 >.9

• 76 &®gre@s of freedoa

265

TABUS XCI

mm BIVIATIGU os CALIFORNIA TEST OF PERSONALITY 3 COKES FOR USBAlTiitFfii1 &Mfel®&f~ooM£AF L""

TO KUBAII TWELFTH GRADE GIRLS '.UEN BOTH DATS RBGTJLARLY

0 12 G DR U 12 G M ' ' • 1 1 1

Compoaeat Mian w Mtaa jfjj t P# or Tota l d d

jfjj

3 - r e l • -.0050 2.45 . 0 0 5 2 2 .31 -.0130 >.9 Per. T>)i• *0000 2 . 7 5 -.0263 2 . 4 8 .0305 >. 9 Per. Mm. - . 0 0 5 0 3 . 0 7 .0105 2 . 8 3 - . 0 1 5 9 >.9 Belg. - . 0 1 0 0 2.76 - . 0 1 5 7 2 . 7 7 . 0063 . >.9 »d. Td. . 0000 3.31 - . 0 2 1 0 8.51 .0100 >.9 Ker. s. - • 0 1 5 0 2.71 - . 0 1 5 7 2 . 5 0 .0009 >»9 Per, Adj. .0000 13.97 . 0 2 6 3 14.42 - . 0 0 5 6 >.9 Soo. Sn. .0000 .81 .0105 . 95 - . 0 3 6 4 >.9 Soo. Sic, .0000 2 . 1 6 .0000 1 .77 .0000 >.9 A-A Td, . 0000 3.01 - . 0 5 2 6 2 . 8 5 . 0544 >.9 f ia . Re l . . 0000 4.12 - . 0 3 6 8 2 . 9 3 .0311 >.9 So. Re l . . 0050 2.14 - . 0 1 5 7 2 . 7 3 . 0 2 5 7 >.9 Oo. Rel. - . 0 1 0 0 3 . 1 2 .0105 2 .81 - . 0 2 0 9 >.9 3oc . Adj. - . 0 0 5 0 10 .33 .0157 1 0 . 2 8 .0061 >.9 total . 0000 63.41 .0000 2 2 . 3 5 .0000 >»9

* 3T d e g r e e s of freedom

266

TABLE XGII

MAJf DSVIATIOH 01 THE CALIPOKKIA TBJf Of PERSOKALITT sooiis tot u m m ' ' ~ T M W W l m m W R z > o cox*now

TO RURAL TfSLfTH 0PJJ)E GIfiLS WHEH BOTH DATS FE'BQUSNTIY

U 12 G Bf S 12 G »? Component Mela"* """§5 Mean SB t P* or Total a d

S-rel. . 0 0 0 0 2.14 .0000 2.51 .0000 >.9 Per. Wth« -.0200 1.73 -.0333 2.02 .0152 >.9 Per. Ida. .0000 2.32 ,0000 1.25 .0000 >»9 l e l g . j .0000 2.97 .0000 2.24 .0000 >.9 Wd. Td. . 0050 3.12 .0333 1.29 -.0208 >.9 Her. S . .0000 2.95 .0000 2.08 .0000 >.9 Per Adj. .0050 10.03 .0000 8.08 . 0 0 1 0 >.9 Soc. Sn. .0000 .96 .0166 1.02 -.0349 >.9 Soo. Sic. -.0150 2.22 .0000 2.07 -.0141 >•9 A-s Td. .0000 2.41 . .0000 1.89 .0000 >.9 F®. Bel. .0000 2.36 .0000 2.81 .0000 >«9 bo. Eel. -.0050 1.97 .0166 1.53 -.0238 >.9 Cm. Bel. .0000 2.54 .0000 1.92 . 0 0 0 0 >.9 Soc• Ad j• —.0050 7.74 .0000 9.72 -.0012 >.9 Total .0050 16.-72 .0000 14.74 ,0006 >.9

i'u n—»•••• •mm

* degree© of freedom equal 24

•TABLE so I I I

267

m m DEVIATION 01 f g l CALiyOBIIA f l S f CP PSRSOBALITY SCORES FOB UlBi l fWELffl GEABflflRLS

TO RURAL TWELFTH GRADE GIRLS ¥H£N BOTE SELDOM OR MSVER

BAfS

II 12 G SUB I: 12 G SHD «*•••»«•• - *******

Coapoaeat Mtan 3D Mean Sl> " t p» or fotal A d

^-rel. .0428 2.23 • ..0266 2.51 - . 0 1 1 8 >•9 P«r. tfth. -•0428 2.10 .0000 2.70 .0050 >.9 Per. M m . .0000 3 . ST .0066 2 . 7 9 •0983 >•9 flelg* •0190 3 .19 •0133 3 *.65 -*06t4 >.9 Wd. Td. .0238 3 .40 .0000 3*28 • •0060 >•9 lur. S. -.0428 2.. 76 -.0200 3.11 • 0056 >.9 Par. Adj* •0142 12.71 -.0266 15.56 .0230 >.9 SOC. 3». • •011 9 1.28 -,.0266 1*03 -.0260 >.9 Soo. Sk. .0071 2.31 .0200 2.22 .0093 >.9 A-» Td. •#0233 2.86 -.0066 2.97 .0393 >.9 f a . E e l , ,0023 3*43 .0000 4.39 - . 0 1 8 2 >.9 Sc. lei*. - • 0 2 1 4 2., 00 .,0066 2 .35 -•0193 >» 9 Co. Rel. .0119 2.73 -.0133 2 .05 .0020 >*9 So©. Adj. ,0119 3.70 .0000 12.35 - . 0 4 3 6 >.9 t o t a l *0190 21.30 .0000 25.99 .0297 x 9

* 35 d@gre«s of f reedom

268

TABLE XCIV

•MM D l ' f l A f 101 01 THS CALIPOHNIA TSST OS PERSONALITY 3C0RBS FOR URBAN S f S L f f l j®'R£J)1 GIRLS 0OMPABSS

fO MB.AL TWELFTH GRkDE GIRLS BOTH HAVE GONE STEADY

U 12 G HGS E 12 G HGS Component Mean SB Mean SD t p * o r T o t a l d d

S - r e l . .0404 2.36 .0190 2 ,47 .0480 >»9 Per . f t t u - . 0 5 5 5 2.45 - . 0 5 4 ? 2 .74 - . 0 0 1 6 >*9 Per# Pdm» - •0535 2.96 - . 0 3 8 0 2 .86 - . 0 2 3 3 >.9 Bs l ^ . .0191 2 .62 - . 0 2 3 6 3 .06 .0840 9 M . Td. - . 0 1 7 1 3 .29 .0000 6 .36 - . 0 2 0 3 >. 9 i l e r . S* .0424 "2 r\r*

3 .0^ ,0404 3 .10 .0034 >*9

Per Ad 3 . - • 0 2 1 2 12,23 - . 0 4 0 4 '15..27 .0078 >#9 Soo« 3n» - . 0 3 3 3 1.13 .0190 1 .47 - . 2 2 7 3 . 9 Soc. Sit* - • 0 5 2 5 2.46 .035T 2 .33 - * 1963 • 9 A-S Td, .0080 2 .50 . 0000 2 . ?8 .0164 >,9 Fin. B e l . ,0202 3 .49 ,0000 3 .60 . 0308 >,9 be • li@l • .0191 1,96 .0238 2 .63 - . 0 1 1 4 >.9 Cat# fiel. . .0434 4 .38 - • 0 4 7 6 2 .88 .1229 >*9 Soc* A d j . ** #0464 10.49 - . 0 0 7 1 13.13 - . 0 1 8 6 >.9 T o t a l • 0505 33.67 .0000 26»24 - . 0 0 8 6 >.9

* 139 degrees o f f reedom

269

TABLE XCV

^A23JD^UfIG» 01 511 OAI^fOpZA f l S f Of PEBSGKALIfT SCOHJSS f 0 1 OEMS f f U f f r a i A B r s I s I i ' C W X H 5

TO SURAL TWELFTH GRADE GIRLS WHEN both h a v i hot aoas

STBADT

Oompoaent or Tota l

S - re l« Per . wth# Pe r . M a , Bclg. Wd. Td. Ner» s . P t r . Ad J , Soc. Sn« Soe. Sic, A«*s Td» JPm.- Jtt®X « So. Bel* Ome Bel . Sec, Adj. Total

ff 12. G HHQ8 Mean 1 S 0

*0338 • 0023 .0076

•»0236 .030?

* * 0333 -.0461 ••0282 -.0205 .030?

•#0203 -.0435 .030? .0000

' .0230

2.61 2.38 3,19 3 .13 3.2d 2.71

12.90 1.05 2 .33 2 .95 3.28 2.08 2.36 8.97

48.53

R 12 G HNGS Mean

d

- .0130 .0000 .0000

- .0150 .0000 .0000 .0000

•.0100 •.0030 .0000

•. 0150 '.0200 .0000 .0000 .0000

2.12 2 * 2 0 3.12 2 .64 2.30

11.3? .86 2.36 2.61 3.43 2.51 2 .73 9.21

19.16 * 5? degrees of freedom

t P*

.0776 >.9

.0039 >.9 *0094 ><• 9

- .0121 >•9 .035? )# 9

- .0461 >* 9 - . 0132 >.9 - . 0 6 5 3 >•9 - .0236

.038? >•9 - .0039 >#9 - .0379 >•9

.0419 >•9

.0000 ># 9 - .0020 >#9

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Rogers, ®. It., and Havens, A, !•« "Prestige Bating and Mate Selection to a College Campus,* Marriage aja. l a U x XXII (February, 1960), 55*59.

Schnepp, G. J*, "Surrey of Going Steady and Other Dating Praotlces, "Marriage and Family Living. XXIII (loveaber, 1961), 305.

Singer* Arthur, "Certain Aspects of Personality and fhelr Relation to Certain Group Modes, and Oonataney of friendship Choices," Journal ££ Educational tesearch. XI»f (Septeaibey,

Skidmort, Hex A.# and McKj.ee, William M., "The Comparative Use of the California feat of Personality and the Burgess-Cottell-tfallin Schedule in Predicting Marital Adjustment, K»rrU» and I m U y LlTlag. XIXX (Augu.t, 1951). 121-26.

Smith, Eleanor, and Monane, J# I. Greenberg, "Courtship Value® in a Xouth Saaple," jmfrimm Sociological jftrlfv, XVIII (December, 1953)» 635-40.

Salth, W. H., "toting and Batingi A Re-study,** Marriage and 2»aiU iiziaa. c ™ » « . ^ss), 312-17.

Vernon, G. 1., and Stewart, 1* L., "Impathy As a process in the Dating Situation," American Sociological Bevlev. XXII (February, 1957), 48»52.

Waller, Willard, *?he lating and Bating Complex," American Sociological Review. II (October, 1937), 727-34,

Unpublished Materials

pager, Sdvard Zlcca, "Social factors in Personality Change," unpublished doctor's dissertation, Bepartusent of Psychology, Ohio State University, Ooluabus, Ohio, 1956#

Haraln, Merrill, "Have Adolescents Changed? A Consideration of Possible Changes In Adolescents In Recent Tears," un-published doctor's dissertation, department of Psychology, lew Tork University, He* York, lew fork, 1960.

Smith, Louis Hide, "A Validity Study of Six Personality and Adjustment tests for Children," unpublished doctor's dissertation, department of Psychology, University of Minnesota, Buluth, Minnesota, 1955.

275

feat Manuals

Clark, Willis w,, and Tiegs, Ernest f., Ixaalotr's Manual. gall.tornla Short-gora feat of Mental Maturity,Monterey, California, California feat Bureau, IT

Thorpe, Louis P., Clark, Willis ;•?., and Tlegs, Ernest ¥•, Manual, gallfomla g®st of Personality# 1953 Revision> Monterey, California, Caltforaia TestBureau, 19?3«

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