Compared 52 girls and 42 boys in seventh grade on 3 intelligence measures, 4 achievement measures, and 20 affective measures. Girls outperformed boys on measures of language arts and spelling and on 6 affective measures. (Author/DB)

Students selected as emotionally handicapped reported themselves to be tense, frustrated, and driven. They had irrational worries, and were sensitively aware of being criticized. Selected students lacked superego strength and emotional stability. Clear differences between primary and intermediate teachers' perceptions of emotionally handicapping…

Examining the involvement of women in rural community decision making in terms of the personal and social characteristics of women participants in two power actor pools, this study reveals two female profiles: that of a good companion female model and that of a resource model. (JC)

This study examined the predictive validity of the 18 scales of the California Psychological Inventory and two scales of the Opinion Scale relative to success criteria in graduate school as measured by grades in individual courses, performance on the master's comprehensive examinations and graduate grade-point average. (Author/CTM)

Studied 72 children for whom the following data were available: IQ score on a conventional test (WISC or Stanford-Binet); Goodenough-Harris drawing test IQ score; and behavior description by the test administrator. Personality traits of children who performed better on either the graphic or conventional IQ test were assessed. (SJL)

Forty-eight quantifiable and two qualitative dependent measures were used to measure participants' perceptions of a mental health care course, specifically: knowledge, attitudes, and clinical behavior as reflected in work environment, ward atmosphere, and ward status. The course positively influenced only nine variables. (Author/CP)

Notes the resurgence of fathering over the last decade and reviews existing literature on the direct and indirect impact of fathers on children's cognitive and psychosocial development during four growth stages: infancy, preschool, middle childhood, and adolescence. (SJL)

The Career Maturity Inventory Scale was used to investigate the vocational maturity of emotionally maladjusted and well-adjusted high school students. Results indicated a significant difference in career maturity between the two groups. Sex, class, and race differences were also examined. (RC)

Our culture enforces compliance and obedience in all its institutions and at every level. These institutions systematically discourage independent thought or unconventional action. Schools can play an important role in educating strong, independent thinkers. Teachers should act to reward creative disobedience and to discourage conformity. (JN)

Job applicants should be prepared for an interview by doing research on the company and being properly dressed and groomed. To avoid being hired as tokens, minority applicants should ask about stability rate and executive achievement of other minority employees. (JAC)

Most men had made a satisfactory social and emotional adjustment over time, but a significant number were troubled by chronic illness. The most common stress factor reported was death of a friend. Past personality patterns coupled with current life stress factors were not predictive of present personality functioning. (JAC)

In a study of elementary students, the relationship between the Matching Familiar Figures (MFF) and social and emotional adjustment were higher than correlations between MFF and achievement. Suggests MFF performance is related more to adjustment than achievement. Latency in MFF scores did not predict achievement or adjustment. (Author/JAC)

The author asserts that effective teachers are far more critical to school effectiveness than innovations in school organization, facilities, or curriculum. He reviews some studies on the characteristics of effective teachers to suggest criteria for identifying and evaluating effective teachers. He urges schools to invest in teacher proficiency.…

Describes the development of a 13-item self-report Affective Communication Test (ACT) and reports on studies showing the ACT to be a reliable and valid measure of individual differences in expressiveness or "charisma." (Author/SS)

Self-perceptions were found to be associated with a variety of affective responses, role stress indices, demographic measures, and personality characteristics. (Author)