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6-1-1942

A study of the dominance of six basic motives in

personality as set forth by Eduard Spranger in his
book, "Types of Men"
Annie Willie Young
Atlanta University

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Young, Annie Willie, "A study of the dominance of six basic motives in personality as set forth by Eduard Spranger in his book, "Types
of Men"" (1942). ETD Collection for AUC Robert W. Woodruff Library. Paper 404.

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 ii
TABLE OF CON~NTS

Chapter Page

INTRODUCTION... * . • . . • • • . • S • S S 1.
Review of Pertinent Material . . 2
Description of Srn~anger’sT~’pes • • . . S 0 3
The Theoretical • . . . . 3
TheEconomic. . 4
The Aesthetic. . • . . . . . . 4
TheSocial. . • • . • . . . . 5
The Political. . . . .* • . 5
The Religious. •-. . • . 5
Statement of the Problem. • . . • 6
Scope and Significance of the Problem • . • . . 6
P~u’poseofStudy.......,.... 7
The Tests. . . • • . • • * • S • S S 7
Administration of Tests. • . . . 7
Scoring of the Tests 8
MethodUsed....~5..,55.,. 8

11 PREVIOUSSTUDIES.........,. • S S ~ S S S • S • • S 9

III T1WA~ENTOFDATA......... S S • • • S 11

IV SUMMARY AND CONCLUSIONS. 24

Findings . • . . • 24
Conclusions 26

B!BLIOGRAPHY • • . . . • . . 27

APPENDIX • • • • • 28
The Test, “A Study of Values” . • . .

TheScore Sheet...... • • . • . . . . S 0 ~3o

 111
LIST OF PROFII~S

Profile Page

I A Morebouse Freshman Showing Dominance in the Theoretical

Attitude . . • • . . • • • • • • • • • 18

II A Morehouse Freshman Showing Dominance in the Economic

Attitude . . . . . . • • • • • • • • • • • • 18

III A Spelman Freshman Showing Dominance in the Aesthetic

Att~~de • • . . . . . . . . . . . . . . . . . . . . . . 19

IV A Spelman Freshman Showing Dominance in the Social

Attit~u.de . • • . . • • • • • • •,• • • • • 19

V A Morehouse Freshman Showing Dominance in the Political

Attitude • • • •
_ • • 20

VI A Morehouse Freshman Showing Dominance in the Religious

Attitude . . . . • • • • • • • • . . . . . . . 20

VII A Spelman Freshman Showing Relative Uniformity of Scores . 21

VIII A Morehouse Freshman Showing Relative Dominance in the

Social, Theoretical, and Religious Attitu.dfis • . . . . . . 21

IX A Spelman Freshman Showing Relative Dominance in the

Political, Social and Religious Attitudes 22

X A Spelman Freshman Showing~Rolative Dominance in the

Social, Religious and Theoretical Values . . . . . . . . . . 22
 iv

LIST OP TA.BLES

~b1e Page

I Showii~g the Means, the Standard Deviations~ of the Distri

bution, the Standard Error of the Means, the Differences
between the Means, the Standard Error of the Differences
and. the Critical Ratio of each of the Six Attitudes for
Both Boys and~Gir1s . . . . . . . . . . . . . . . . . . . . 13

II Showing the Coefficients of Correlation and the Pro~b1e

Error of the Correlation for Boys and Girls on Each of
theSixValues 13

III Showing the Degree of Agreement between the Major Interest

and. Dominant Attitude of Twenty—five Morehouse Freshmen . . 16

IV Showing the Degree of Agreement between the Major Interest

and Dominant Attitude of Twenty Spelman Freshmen. • . . . . 1?
 V

LIST OF OBARTS

Chart Page

I Showing the degree of variability on the six

attitudes for both boys arid girls.. ......... 14
 CHPT~iR I

IN~ODUCTION

The problem of choosing a major is one faced by all students at some

stage~of their college career. Too often, students choooo fields because of

parental influence, convenience, imitation, or reasons other than native abili

ty or attitude would indicate. The value of psychological testing in col

leges has become more and more apparent as results from reliable tests serve
as indexes to factors which influence pupil acceleration or retardation. Im

portant among these factors is personality. As a result of classroom dis

cussions of various tests and their significance, the writer became interest

ed in tests, the results of which would give students a new point of view

from which to choose their major; one that would provide an insight into

dominating personality traits, which may influence later choices.

The study of personality is a relatively old one. It is a branch ~

psychology that has received widespread attention from all races and classes

of people. Ancient history reveals many instances of people being put to

rigid., sometimes painful tests to determine their personality. Hi story of

early religions and other movements indicate that great stress was laid. upon

the personality qualifications of new initiates and. they were asked to pass

strenuous tests before being accepted into full membership.1

This interest has persisted to the present day. Modern history records

practices existing among primitive tribes today which have the status of

tests of personality. Ross Stagner cites this instance:

Before a boy is accepted into the status of manhood, he must

have proven his fortitude, his emotional stability and other traits
to the satisfaction of the elders of the group.2

1Ross Stagner, Psychology~ Personality (New York, 1937) p. 16

20p. Cit., p. 16
 -2-

In our everyday lives we judge personality by the words and. actions of people

around us and group them according to the culture to which we belong.

It is not surprising then, that the vast number of psychologists who

have studied this elusive characteristic of hnman nature from varying angies

have left us with a multiplicity of theories.

Many attempts have been made to classify factors of personality into

groups, placing enn±asis upon the “dominant interest,” trait or attitude

of men. This has resulted. in attempts to classify men into certain types.

Concerning these theories Aliport writes:

From totally unrelated points of view and in the service of a

variety of ends, inni~merable type theories~ have arisen.. !ach has
its own plausibility when taken into isolation and with respect
to the special interest of the author.1-
Review of Pertinent Material :— Perhaps the earliest of these typologies

was the literary type, e~rnples of which can be found. among the character

writings of Theopbrastus. He describes each of his thirty characters in

regards to their dominant trait and continues with typical instances of the

operation of the trait. Of the “Penurious Man,” be; ~writes:

Penuriousness is economy carried beyond. all measure. A penu
rious man is one who goes. to the debtor. to ask for his .half—obol
interest before. the end. of the month. At a dinier where expenses
are shared, he counts the number of cups each person drinks, and.
he makes a smaller libation to Armetis than anyone. If soxneon~
has made a good bargain on his account he says it is too much.

1G. W. Ailport and P. Z. Vernon, “The Field of Personality, ‘~ Psycho

logical :Bulletin, XXVII, 1930, p688.

2Gordon W. Aliport, Personality (New York, 1937) pp. 56—57.

 —3-
The classification of individuals on the basis of certain forms of be—

havior and Interest is reflected in the writings and beliefs of many ~

chologists. June believed that people fall into two categories or groups——

the extravert or introvert.

Kretschiner2 created quite a bit of interest when he presented his theory

that “body builds” had to do with personality. He believed that asthen2c

persons bad. schizothymic qualities and that rounded, heavier physiques be

longed mainly to cyclothymic persons.

Most of the studies have treated personality as unintegrated, atteia—

tion being centered on some trait in isolation. Yew treatments of the

whole personality have appeared. Ailport quotes Young as saying:

An integrated personality is one which is organized around

some set of facts or spec~fic aspects of the enviroimient, around
some values, if you will.

Perhaps th~êmos~t—ardent propounder of the theory that men are best

Icnown through their evaluative attitudes is Ednard Spranger in his book,

~ITypes of Men,~. The types fall into six categories: theoretical, economic,

aesthetic, social, political, and. religious. These ho describes as11 the

ideally basic types of individuality.

Description of Snran~er’s Types : —

Theoretical Type :— The goal of the theoretical man is the discovery

of tru~th. Ho takes a “cognitive” attitude about things.

1R. a. Gordon, Personality (New York, 1928) p. 175

2Robert S. Woodworth, Psychology (New York, 1934) p. 99

3Gordon W. Ailport, “Concepts of Trait and. Personality,” Psychological

Bulletin XXIV, 1927, p. 290—91.

4Eduard. Spranger, T~~es of Men, Anthorized Version of 5th German Edition

by Paul J. W. Pigors CHalle, 1928) p. 108.
 -4-

General objective validity is his only aim. To give him an

old. psychological name, he is necessarily an intellectualist. He
can have only one passion, that for objective knowledge; only one
kind of longing, to solve a problem, explain a question or formulate
a theory. Ho doopairs when ignorant and. rejoices over a purely theoretic
discovery even if it should be an insight that would mean his death.~
He exhausts himself as a physical being to give birth to a purely
intellectual world based on reason.~.His world becomes a netwürk
of general entities and a system of interrelations. And by means
of this he transcends. the moment. He lives in an eternal world,
his eyes gazing into the distant future and sometimes comprehending
whole epochs of the world’s history. And. in this reflection he
intertwines past and present in an ordered whole which his mind
can master, ..He has become so to speak4 all objectivity, necessi
ty, general validity and applied logic.’
The Economic Type :— The economic man is interested in what is

useful.

He sees everything as a means for self—preservation, an aid in

the natural struggle for existence and. a possibility to render life
pleasant. He economizes goods and forces, time and space in order
to gain the maximum of useful effect for himself,...The Greeks
would call this type the maker but not the doer, Unapplied know
ledge is for him merely unnecessary ballast. The economic type
seeks wisdom that can be utilized, and, disregarding its purely ob
jective content, combines knowledge according to its application....Ee
attempts to summarize all knowledge according to the degree in which
it contributes to the self—preservation of the knower.2

The Aesthetic Type :— The aesthetic man sees his highest value in form

and harmony.

If there is nothing but the fanciful enjoyment of a single

situation we have only a poetic mood, or an aesthetic whim. Thit
if the whole soul acts a.s a forming power in every bit of life,
(giving color, mood, rhythm) then we have the aesthetic type.3

1!duard Spranger, Types of Men, (Halle, 1928) p. 111—12.

pp. 132-33
3lbid. p. 149
 -5.-

The aesthetic, attitude is opposed to the theoretical; the former is

concerned with the diversity, the latter with the identities of e’xpex’i. ~ s.
He is likewise opposed to the economic value.

The aesthetic man is as indifferent and hopeless in the face

of the practical demands of’ life as the theorist. . . . The aesthetic
man is by no means an unsocial type. But since individuality is
a part of his nature, he tends in social relations toward ec
centricity and self—:importance. Where this type is. strongly mark
ed, the man is not ruled by a desire to help others in the practi
cal and spiritual..needs of life, but they become like all life,
objects of aesthetic enjoyment and differentiating empathy....The
aesthetic type naturally finds outer means to power in his own sphere,
that is, the effects of artistic creation. This is the language l~r
which he tries to influence people; by decorative appearance, by
aesthetic beauty of clothes and house, rhetorical snggestion, etc.,...
God. is for him the highest ordering and form giving Power; a soul
breathing in the world itself. And the. universe is a harmony and
an ocean of’beauty, Hjs creed is a religion of beanty.1

The Social ~ : —.

The social quality in its highest development is called love. And

this may come from the firm conviction that all life is related and
perhaps even essentially one.. Such an all—inclusive love is re—
ligious. On the other hand this love may be directed to a single
character or to a limited group without. losing the decisive character
of the. basic drive which dominates the entire existence of the social
type.....The social type has only an indirect attitude toward life.
He does not livo immodiatoly through himself but in others....~cience
seems to the social type to contain too much of the object and too
little of the soul. Besides this, knowledge often makes people proud,
while love is humble.....A similar tension exists between the economic
and the social principles. Self—preservation and self—sacrifice have
opposite meanings.. A person who wants anything for himself cannot
live for another. And therefore the caritative destroys the economic
principle...The relation of the social type to the aesthetic region
seems to be less close than that of previous reaThis. The social type
desires and knows no influence of power except that of love.2

The Political Type :—

The purely political type makes all value regions serve his will
to power. Cognition for him is only a means for control. The maxim:

10p Cit. pp. 154, 156. 159

20p. Cit., pp. 172—76

 -6-

Knowledge is power, which we have interpreted for the economic type

as technical uti1ization~of knowledge, here means that the achievement
of aecendency over man is desired through some social technique....The
relation of the political type to the economic region. are really open
only to one interpretation. Wealth is always a political means,. not
only on account of the freedom which it grants from pressure and the
coercion of nature but also because it provides a means of influencizg
othere....The aesthetic, too, is only a iinkin the chain of means
which are to serve the development of power.1
The Religious Tyøe :-

A religious man is he whose mental structure is permanently direct

ed to the creation of the highest and absolutely satisfying value ex
perience.2

Some men of this type are “immanent mystics.” They find their religious

experience in the affirmation of life and in the active participation there

in. Then there are the “transcendental mystics,” who find the experience of

unity with a higher reality in self denial and meditation.

Spranger does not imply that a given man belongs to one or the other of

these types of values. In every personality, there can be found all of these

values but in varying degrees of prominence.3

Statement ~ ~e Problem :— A study of the dominance of six basic mo

tives of personality as set forth by Eduard. Sprariger in his book, “Types of
Men.”

Scope and Si~nif1cance of the Study :— One hundred Morehouse Freshmen,

males, and one hundred Spelman Freshmen, females, were used in this study.
Freshmen of neither school choose their major the first year. Therefore,

this study may be used as a basis for vocational guidance.

1
Op. Cit. pp. 190, 194, 195.

20p. Cit. p: . 213

3G. W. Ailport and P. E. Vernon, “A Study of Values,” Manual ~ Directions,

pp. 10-11.
 —7—

Purpose of Study :— ~o determine the incidence of sex differences in

the dominance of the six attitudes: theoretical, economic, aesthetic, social,

political and religious.

~ Tests :— The tests used in this study were “A Study of Values,”

by Gordon W. AJ.lport and Philip IL Vernon. The test is based directly upon

Spranger’s”Types of Men” and aims to measure the relative prominence of the

six basic motives in personality as set forth in this book.

The test consists of a number of questions, based upon a variety of

familiar situations to which two alternative answers in Part I, and four al

ternative answers in Part II, are provided. (See Appendix, page 29). There

are 120 answers, 20 of which refer to each of the six values. !ach test is

accompanied by a score sheet. (4pend.ix, page ~o).

Administering the TestsZ:— The tests were given to the girls and boys

separately. After issuing the tests, verbal directions were given, and fur

ther explanations were given when necessary. Subjects were asked to indicate

their intended major or favorite subject. There is no time limit but the

subjects were discouraged from spending too long a time on a question and

were told to proceed to Part XI after completing Part I. In order to prevent

bias of any sort from affecting the subjects, no explanation of the purpose

or construction of the test was made before it was given. Any student in

quiring was told that it was not a scale for measuring intelligence, 1~iow—

ledge or good breeding. Subjects were asked to answer all questions. They

were made to understand that the results could in no way detract from their

scholas tic standing.

 —8--

Scoring the Tests :— The tests were collected and scored by the exmminer.

Scores were transferred from the tests to the proper boxes in Parts I and II

of the score sheet.1 In the event that there were omissions, credit was

given as though the subject had answered each omission equally (i~ for each

omission in Part I and 21 for each, in Part II.) The vertical col~mns of

scores in Parts I and II were added separately. After making sure that the

sum of the s~x~ totals equaled ninety, the scores wore transcribed to the last

page, added and the profiles plotted. This enables one to see at a glance
how the subject’s scores compared with the norms printed beneath the graph.

The Statistical Method was used. in the treatment of the data.

 —9—

CHAPTE~R II

PREVIOUS STUDIES

Ailport and. Vernon gave the test, “A Study of Values” to 1163 males
and. 1592 females. The mean scores are as follows:

‘ Theoreti—’ Economic~Aesthetic Social * Politi— !~eligi~s

‘cal ‘ ‘
i e e I I I

Males ‘ 30.83 • 32.02 ‘ 27,04 ‘ 29.74 ‘ 32.08 ‘ 27.96

, I I , S
Females ‘ 27.69 ‘ 27.04 ‘ 33.03 ‘ 31.65 ‘ 27.87 ‘ 33.31
I I I I 1 1

These sex differences are highly significant and. demonstrate unmistakably

that aesthetic, social and religious va1~es play a relatively more prominent

role in the personalities of women, and. that men are stronger than women in

theoretical, economic and political values.1

2
Pintner, gave Aliport and. Vernon’s scale for measuring the dominant in

terests in personality to 187 students (129 males and. 58 females) in an elu—

cational psychology class. The median scores are as follows:

‘ Theoreti—’ Economic ‘Aesthetic ~‘ Social ‘ Politi— ‘ Religious

‘cal ‘ ‘cal
I I I I I

Males ‘ 32.83 ‘ 29.38 ‘ 26.17 ‘ 29,83 ‘ 28,00 ‘ 30.83

I I I I I

Females * 27.14 ‘ 28.67 ‘ 31.46 ‘ 32,70 ‘ 26.45 ‘ 33.64

I I I I I I

The results agree with Ailport and. Vernon in finding men higher in the~’eti—

cal, econornie and political values and women higher in aesthetic, social

and religious values.

1~ilport and. Cantril, “Recent .Applications of the Study of Va1ueE~”

Journal of Abnormal and Social Psychology~. 1933, 28, p. 260.

2R. Pintner, “A Comparison of Interests, Abilities and Attitudes,”

Journal of Abnormal and. Social Psychology 1933, 27, p. 351.
 —10—

0. Ii. Stone,1 gave the Allpo.rU aud Vürnon “Study of Values” to 279

~rtmouth Sophomores. After con~leting the tests the students were asked

to indicate their vocational intenticrn. ~ said he, “showed a rather

neat confirmation of common sense expectation by an inventory not in the least

designed for vocational purposes. This stiggests the possibility of the

WStudy of Values’ in the cause of more humane and efficient vocational

guidance.”

~0. L. Stone, “The Personality Pactor in Vocational Guidance,”

Journal of Abnormal and Social Psychology, 1933, 28, pp. 274—75.
 OKAP~R III

~LTM~NT OF THE fl&TA

In the treai~nent of the results derived from the testing of one hundred

Morehouse Freshmen, boys, and one hundred Spelman Freshmen, girls, the mean
scores and the standard deviations for both groups on the six interests were

obtained. The reliability of the means was determined, by computing the stan

dard. deviations of the means, In order to determine whether the differan~s

between the means are statistically significant, the critical ratio of the

differences between the means of the boys and girls was computed (the dif

ference between the means divided by the standard deviation of the difference

between the mean.) A critical ratio of 3 or more indicates ‘virtual certain..

ty that the true difference between the means is greater than zero and is
in favor of the group having the larger mean.1
The coefficients of correlation were computed by the bi—serial correla

tion method. Garrett says,

The correlation between a set of scores and a two—category classi
fication cannot be found by the ordinary product-moment formula or by
the rank methods • .~However if we assume that the attribute far which
we have made a two—way or dichomotous classification could be made
in finer units or steps, the correlation between such a trait and a
set of scores may be computed by the bi—serial correlation method.2

Without such a summary it would be difficult to form a useful estimate of

just how much correspondence exists between the different test results.
Finally, the degree of variability in each trait was found for boys

and girls. Variability indicates the way in which the separate measures

~‘Henry!. Garrett, Statistics in ~ycholo~y and Educat~,~ (New York, 1940) p. 213

pp. 366—37
 —12—

of two distributions spread or fluctuate around. the average.’

Table I, page 13, shows the means, the standard deviations of the dis

tributions, the standard. error of the means, the difference between the means,

the standard. error of the difference and. the critical ratio for boys and girls

in each of the six attitudes. The critical ratios are large and. indicate

virtual certainty that the true mean of the boys is larger than that of the

girls in the theoretical, economic and. political values and that of the girls
is larger in the aesthetic, social and religious ~.ues.

Table II, page 13, shows the coefficients of correlation. Garrett

classifies correlations between scores as follows:

r from .00 to ±- .20 denotes negligible relationship;

r from .t .20 to ~ .40 denotes low correlation; present but sligit.
r from .~- .40 to .~-.70 denotes substantial or marked relationship.
r from ~ .70 to ±1.00 denotes high to very high relation.2
None of these correlations are high; the theoretical and aesthetic values show
a marked relationship, while the other values show present but slight correla

tion.

Chart I, page 14, is a profile graph of variability. The boys and. girls

are very close together on the economic trait while there is considerable

variability in the other traits. The boys show much wider range in the aesthetic

value than the girls in ~ite of the fact that their mean score is nearly

five points below that of the girls.

‘Harlan Hines, ~ Guide ~ 1~ducationa1 Measurements (New York, 1923) p. 4.

2Henry E. Garrett, Statistics in Psychology and !ducation. (New York, 1940)

p. 342
 —13—

TABLE I

SHOWING TI~ M~L4.NS, TB! STANDaRD DEVIATIONS OF TB!

DISTRIBUTIONS, TB! STANI)ARD ERROR OF TB! !~TANS, TEE
DIFEERENO!S ~ThEEN PEEl MEANS, PB! STANDARD ERROR
OF PB! DIFEREN~El AND THE CRITICAL RATIO 0? EACH OF
THE SIX ~TTITUDES FOR BOTH BOYS AND GIRLS

‘Theoreti—’Eoonomic ‘Aestbet~c’ Social ‘ Politi— ~Religious

~ cal ‘ cal
, I I

‘Mean ‘ 33.70 ‘ 30.40 ‘ 19.65 ‘ 30.70 ‘ 31.20 ‘ 35.05

100 ‘ ‘ ‘ ‘
Boys ‘S. D. ‘ 5.53 ‘ 5.80 ‘ 5.70 ‘ 5.65 ‘ 5.65 ‘ 6.90
I I 1 I I I

‘8. D./M ‘ .553’ .58 ‘ .5? .565 ‘ .565 1 .69

I I I I I 1 I
I I , I I I

‘Mean ‘ 28.45 1 2’7.30. ‘ 24.35 1 33.20 ‘ 28.75 ‘ 37.30

100 I , S I
Girls’S. D. ‘ 5.30 ‘ 5.10 ‘ 6.40 ‘ 5.40 ‘ 5.60 ‘ 5.90
I I I I I S I

‘S. D./M ‘ .53 ‘ .51 ‘ .64’ .54 ‘ .56 ‘ .59

S I I I I I
S I I S S I

Differences ‘ I I
between the ‘ 5.25 ‘ 3.10 5 4.70 ‘ 2.50 ‘ 2.45 ‘ 2.25
means ‘ ‘ ‘
I I I I I I
— I I S I I I

S. D./D ‘ .57 ‘~ .62 ‘ .64 ‘ .66 ‘ .68 ‘ .73

I I I I
~I $ I I I 1 —

Critical I I I I S
ratios • 7.28**’ 500*411 734*1 380* ‘ 3.60**5 3.08*
I I I I I S

~Al1 of the ratios are significant.

*Phese ratios are significant in favor of the girls.
**These ratios are significant in favor of the boys.

PABLEII

SHOWING THE COEFFICIENTS OF CORREMTION AND TB! PROBABLE

ERROR FOR BOYS AND GIRLS ON TEE SIX VALtJES

Theoreti— ‘Economic ‘Aesthetic ‘ Social ‘Politi— ‘R&igious

~i tcal
I I I I I I
r , .44 , .35 , .45 ,, .29 , .7 .35

, I I I S S
PE/r , .051 , .053 , .058 , .056 , .056 , .053
 nrariô~r~
- I
~.,

180
l1~Ai~~l oriarr%,c,

I ‘~1o
4

/i/I1 ~

3~7
.4.

-I
4

‘-4

4
C

// —
I /

C
~ 110
\
100

~_______

k C19T~d ~4I ~
~~4-k C&r,c~ c~.v[b

~.e er,ch
C~k.
 —15—

Table III, page 16, shows the degree of agreement between major interest

and dominant attitude of 25 Morehouse Freshmen~ The percentile ranks were

taken from the score sheet (Appendix, page 50 )• A percentile rank of 90

and above is significant.

Table IV, page 17, shows the degree of agreement between major intereSt

and dominant attitude of 20 Snelman Freshmen.

For each person a graphic representation of his scores was made on a

chart for that pupose. Profiles I—Vt show dominating scores in each of

Spraziger’s Types. Profiles VII—X show students with greater uniformity in

the range of the scores.

On page 18 can be found Profile 1. Mw is a Morehouse Freshman with a

dominance in the theoretical value. He indicated a major in mathematics.

Lp, a Morehouse Freshman shows dominance in the economic value in Pro

file Ii, page 18. His major field. of interest is bu.siness administration.

Profile III, page 19, is that of I,h, a Spebnan Freshman. She shows

dominance in the ~.esthotic value. Her field of interest is music.

Md, whose scores are shown in Profile IV, page 19, is a Spelman Freshman

showing dominance in the social value. Her field of interest is home economics.

Profile V, page 20, is that of Hch, a Morehouse Freshman. He shows

dominance in the political value, and indicated a major in business admini

stration.

Rib, Profile Vt, page 20, is a Morehouse Freshman showing a dominance

in the religious value. He indicated a major in religion.

Profile VII, page 21, is that of a Spelman Freshman, Sk, whose scores

are all within the average realm, with a slight dominance in the socialvalue.

Her subject of interest is sociology.

 —16--

~.BLE III

SHOWING TILE DEGILEE OF AGB~MENT ~TWEEN TILE M~J0R

INTEREST .AED DOMINA.NT ATTITUDE OF
T~7ENTY-FIVE MORE~OUSE FRESHMEN

Student Major Dominant tile

Attitude Rank*

1. Lp Business Administration Economics 90

2~ Nt Sociology- Social 100
3. Cs Religion Religious 80
4. Gp Religion Religious 100
5. Jh Modeling Aesthetic 80
6. Fdj Religion Religious 90
7. Tk Mathematics Theoretiàal 95
8. Sc Mathematics Theoretical 90
9. Mw Mathematics Theoretical 100
10. Ah Business Administration Economic 100
11. Ss Mathematics Theoretical 90
12. Bjh History Political 95
13. Jo Mathematics Theoretical 95

l4~ Tm Chemistry Theoretical 95

15. Oh Mathematics Theoretical 95

16. Cs Biology Theoretical 95

17. Cm Biology- Theoretical 90

18. Jw Chemistry- Theoretical 90

19. Rb Business Administration Economic 95

20. Fb Business Administration Economic 90

21. Rj Biology Theoretical 80

22. RMcc Chemistry Theoretical 80

23. Gc Chemistry Theoretical 100

24. Ww Biology Theoretical 90
25. Ji Biology- Theoretical 95

*A percentile rank of 90 and above is significant.

 —17-.

TiBLE IV
SH0Wfl~G TNZ DSGR!E 01’ AGREE llfl~T BETWEEN MAJOR
!N~REST AIqD DOMINANT ATTITUDE OF TWENTY
SPEI~iN 1~ESHMAN GIRLS

Student Major Dominant Percentile

1. Lh Music Aesthetic 100

2. Rg English Aesthetic 80

3. Xc Home Economics Economic 90

4. Mh Home Economics Economic 70

5. Ow Home Economics Economic 90

6. Aw Home Economics Economic 80

7. Eb Home Economics Economic 90

8. El Biology Theoretical 100

9. Eg Science Theoretical 80

10. Jb Chemistry Theoretical 80

11. Dg Biology Theoretical 80

12. Eli Sociology Political 90

13. 5k Sociology Political 90

14. Ae Home Economics Economic 80

15. Me Home Economics Economic 80

16. Sd History- Social 80

17. An Home Economics Economic 90

18. Ha Home Economics Economic 95

19. Lh English Aesthetic 95

20. Se History Social 95

A percentile rank of 90 and above is significant.

 —18—

PR~I

Significantly
high Subject: Mw
Major: Mathematics
School: Morehouse

Scores from
S1—~8 are
average

Significantly
low

?RO]PIL! II

Significantly Subject:
high
School: Mo rehouse
Major: Business Ad—
minis tratiun
Scores from
31—28 are
average

Significantly
low
 —19—

PROFILE III

Significantly
high Subject: Lh
School: Spelman
Major: Music
Scores from
81—28 are
average

Significantly
low

PROFILE IV

Subject: Md.
School: Spelman
Major: Home !conomies

Scores from
81—28 are
average
 -20-

PROFILE V

Subject: Itch
Major: Business Act~
ministration
School: Morehouse

PROFILE VI

Subject: Rib
Major: Religion
School: Morehouse
Scores from
are
average
 ~21~

PROFILE VII

Subject: 8k
School: Spe2man
Major: Sociology

PROFILE VIII

Wh
Morehouse
French — S~,nish

Scores from
S1—~8 are
average
 —22-

PROFILE IX

Subject: zi
Major: English—Spanish
School: Spelnian

PROFILE X

Subject Sm
Major: Biology
School: Spelman
 Wh, ~ Mor~house Freshman, shiws dominance in the social value in Pro

file VIII, page 21. His subjects of major interest are French and English.

His theoretical, political and religious scores are also relatively high.

Profile IX, page 22, is that of Ej, a Spelman Freshman whose subjects

of major interest are English and French. She shows relatively high scores

in the religious, social, political, and theoretical values with slight

dominance in the political values

Profile X, page 22, is that of Sm, a Svelman Freshnan who indicated a

major in Biology. She shows dominance in both the religious and, social

values.
 -24-

CHAPTER IV

SUMMkRY AI’!D CONCLUSIONS

In this study, the test “A Study of Va1ues~ by Gordon W. Allport and

Philip E. Vernon was given one hu.ndred Morehouse ~‘es1,inan boys and one hun

dred S~~elman Freshman girls. The test is based on Eduard Spranger’ s lx, ok,

“Types of Men,” a study which sets forth the idea that men are best I~wn

through their evaluative attitudes. The attitudes selected by Spranger are

theoretical, economic, aesthetic, social, political and reUgious. These,

he points out, are generalized traits of personality possessed by all per

sons to some degree but in varying degrees of dominance.

An attempt was made to detei,nine the degree of correlation that ed.sts

between sex and attitude in each of the six values~ The bi—serial method

of correlation was used, since it is useful in measuring the degree of cor

relation when the data are grouped into categories or classes.

Findings:— The coefficients of correlation between boys and girls on the

different attitudes are as follows: theoretical, .44 ±.O5l~ economic, .35

±.053; aesthetic, •45±.058; social, 129±.056; political, .27±.056;

religious, .35 ±.053.

Correlation between the boys and girls on the theoretical and aesthetic

attitudes is substantial. Correlation between the two groups in the economic,

social, political and religious attitudes is present but slight.

The mean score for the boys on the theoretical value was 33.70 with a
standard deviation of 5.53. The mean score for the girls on this value was

28.45 with a standard deviation of 5.30. The difference betv~ en the means

was 5.25. The critical ratio was 7.28 which is 4.28 (7.28—3.00) or twice as
 —25—

large as necessary to show that the mean of the boys will always be greater

than that of the girls.

The mean score on the economic value for the boys was 30.40 with an S. I).

of 5.80. The mean score for the girls on this value was 27.30 with an S. D.

of 5.10. The difference between the means was 3.10. The critical ratio, 5.00,

is 2.00 larger than necessary to show that the mean of the boys is greater

than that of the girls.

On the aesthetic value, the mean score for the boys was 19.65 with an

S. D. of 5.70. The mean score for the girls was 24.35 with an S. D. of 6.40.

The difference between the means was 4.70. The critical ratio of 7,34 indi

cates virtual certainty that the mean of the girls is greater than that of the

boys.

The mean score for the boys on the social value was 30.70; for the girls

33.20. The standard deviations were 5.65 and 5.40 respectively. The difference

between the means was 2.50. The critical ratio, 3.80, is significantly in

dicative that the trae mean is greater than zero and is in favor of the girls.

The mean score for the boys on the political value was 31.20; for the

girls, 28.75. The S. D’s were 5.65 and 5.60 respectively. The difference

between the means was 2.45. The critical ratio, 3.60, shows that the tru.e

mean is greater than zero and in favor of the boys.

On the religious value, the mean scores for boys and girls were 35.05

and 37.30 respectively. The S. D. 1s were 6.90 ~and 5.90. The difference

between the means was 2.25. The critical ratio, 3.08, shows virtual cer

tainty that the mean is greater than zero and in favor of the girls.
 -26-

The findings in this investigation are in agreement with those obtained

from other investigations using white subjects.

Conclusions:

1. The boys show dominance superior to that of the girls in the

theoretical, economic and political attitudes, thus indicating a difference

between sex and attitude.

2. The girls show dominance superior to that of the boys in the

aesthetic, social and religious attitudes, also indicating a difference be

tween sex and attitude.

 —27—

BIBLIOGRAPHY

Boo1~

Aflport, Gordon W., Personality, New York: Henry Holt and Co., (1937)

Garrett, Henry B., Statistics in Psychology- and Education1. New York:

I~ongmans, Green and Co., (1940)

Gordon, R. G., Personality New York: Harcourt, Brace & Co~ (1928)

Hines, Harlan, A ~iid~ to Educational Measurements, New 1ork: Honghton,

Mifflin and. Co., (1923)

Spranger, Eduard, Types of Men Authorized Version of the 5th Gex,nan

Edition by Paul J. W. Pi~ors, Karras Wiemeyer Verlay, Halle,
(1928)

Stagner, Ross, Psychology of Personality New York: McGraw—Hill Book Co.,

(1937)

Woodworth, Robert S., Ps~7chology, third edition, New York: Henry Holt and Co.,
(‘9~)

Articles

Ailport, G. W. and Vernon, P. B., “The Pield. of Personality.”

Psychological Blletin. XXVII (1930) 677—730.

Aliport, G. W., “Concepts of Trait and Personality,” Psychological

mjnetm my (1927) 284—93.

Aliport and Cantril, “Recent Applications of the Study of Values,”

Journal of Abnoz~nal and Social Psychology, 1933,28
~9—273.

Pintner, R., “A Comparison of Interests, Abilities and. Attitudes,” Journal

of Abnomnal and Social Psychology, 1933, 27, 351—357.

Stone, C. I., ~ Personality Pactor in Vocational Guidance,” Journal

of Social and Abnonnal Psychology, 1933, 28, 274—75.

Whitely, Paul L., ~A Study of the Aliport—Vernon Test for Personal Value~,”
Journal of Abnormal and. Social Psychology, 1933, 28, 6—13.

Manual

Aliport and Vernon, “A Study of Values,” Manual ~ Directions,

revised edition, New York: Houghton Mifflin Co.
S~S~L ~O S~I&~YS
xIaL~tac!aT
NA~

A STUDY OP VALUES
PARTI
DIREcTIoNS: A number of controversial statements or questions with two
alternative answers are given below. Indicate your personal preferences
by writing the appropriate figures in the right-hand columns, as indicated:
11 you agree with alternative (a) and
disagree with (b), write 3 in the first
column and 0 in the second column,
thus
If you agree with (b); disagree with (a),
write
If you have a slight preference for (a)
over (b), write
If you have a slight preference for (b)
over (a), write

Do not write any other combination of figures after any question except one
of these four.
There is no time limit, but do not linger long over any one question or
statement, and do not leave out any of the questions, unless you find it
really impossible to make a decision.
(a) (b)
1. The main object of scientific research should be
the discovery of pure truth rather than its prac
tical applications. (a) Yes; (b) No.

~. Do you think that it is justifiable for the greatest

artists, such as Beethoven, Wagner, Byron, etc., to
be selfish and negligent of the feelings of others?
(a) Yes; (b) No.

R000HTON MIPYLIN COMPANY, PUBLISHERS

COPYRIGHT. 1931, BY GORDON W. ALLPORT AND PHILIP K. VERNON. PRINTED IN THE U.S.A.

Persons who, without authorization, reproduce the material In this book or any parts of It
by an~ duplicating, process whatever are violating the author’, copyright. The material
contained herein, or modification, of it, may not be reproduced except by special arrange-
mont with the publisher, and the payment either of a permission fee or of a royalty on
all copies made.
 (a)
8. Because of the aggressive and self-assertive na
ture of man the abolition of war is an ifiusory
ideal. (a) Yes; (b) No.

4. If you were a university professor and had the

necessary ability, would you prefer to teach:
(a) poetry; (b) chemistry and physics?

5. Under circumstances similar to those of Qu. 4,

would you prefer: (a) economics; (b) law?

6. Which of these character traits do you consider the

more desirable: (a) high ideals and reverence;
(b) unselfishness and sympathy?

7. In a paper such as the New York Sunday Times,

are you more interested in the section on picture
galleries and exhibitions than in the real estate
sections and the account of the stock market?
(a) Yes; (b) No.

8. Is a person who analyzes his emotions likely to be

less sincere in his feeling than one who is not so re
flective? (a) Yes; (b) No.

9. If you should see the following news items with

headlines of equal size in your morning paper, which
would you read the more attentively: (a) Great im-
provements in market conditions; (b) Protestant
leaders to consult on reconciliation?

10. Under circumstances similar to those of Qu. 9: (a) f

Laws not opposed to liberties, says Senator; (b)
Curiosity the basis of knowledge, educator de
clares.

11. When you visit a cathedral are you more im

pressed by a pervading sense of reverence and
worship than by the architectural features and
stained glass? (a) Yes; (b) No.

1~. Do you believe that contemporary charitable

policies should be curtailed because they tend to
undermine individual initiative? (a) Yes; (b) No.
18. All the evidence that has been impartially accu
mulated goes to show that the universe has
evolved to its present state in accordance with
mechanistic principles, so that there is no need to
assume a first cause, cosmic purpose, or God be
hind it. (a) Yes; (b) No.

14. In your opinion, has general progress been ad

vanced more by: (a) the freeing of slaves, with the
enhancement of the value placed on individual
life; (b) the discovery of the steam engine, with
the consequent industrialization and economic
rivalry of European and American countries?

15. If you had the opportunity, and if nothing of the

kind existed in the community or college where
you lived, would you prefer to found: (a) a debat
ing society; (b) a classical orchestra?

16. At an exposition, do you chiefly like to go to the

buildings where you can see: (a) automobiles;
(b) scientific apparatus or chemical products?

17. Would you prefer to hear a series of popular lec

tures on: (a) the progress and needs of social serv
ice work in the cities of your part of the country;
(b) contemporary painters?

18. Under similar circumstances, would you choose:

(a) the comparative development of the great re
ligious faiths, or; (b) the comparative merits of the
forms of government in Britain and in the United
States?

19. If you had some time to spend in a waiting room,

and there were only these two magazines to choose
from, would you prefer: (a) The Scientific Amer
ican; (b) Arts and Decorations?

~O. Would you encourage your children, while at

school, to: (a) try to make several teams; (b)
have vocational training (supposing that they in
terfered with one another)?
 £1. The aim of the churches at the present time should (a) (b)
be: (a) to bring out altruistic and charitable tend
encies, and to urge people to think more of the
good of others; (b) to convey spiritual worship,
and a sense of communion with the highest.

£~. Are our modern industrial and scientific develop

ments signs of a greater degree of civilization and
culture than those attained by any previous race,
the Greeks, for example? (a) Yes; (b) No.

£3. You are asked to wait for a few minutes in a

strange living-room; are you more likely to judge
(a) the owner’s knowledge and intellectuality as
shown by the books in his book-cases; (b) his
friendliness and hospitality as shown by the photo
graphs on the walls, and the general comforts of
the room?

£4. The world would be a much better place if we

took to heart the teaching, “Lay not up for your
selves treasures upon earth.., but lay up for your
selves treasures in heaven, where neither moth nor
rust doth corrupt, and where thieves do not break
through nor steal.” (a) Yes; (b) No.

£5. Are you more interested in reading accounts of the

lives and works of men such as: (a) Aristotle,
Plato and Socrates; (b) Alexander, Julius Ciesar,
and Charlemagne?

£6. Taking the Bible as a whole, one should regard it F

from the point of view of its beautiful mythology F
and literary style rather than as a spiritual revela
tion. (a) Yes; (b) No.

£7 Since the class or social status to which a man be

longs depends mainly upon his push and ability,
it is just that a small proportion of the population
should be very rich. (a) Yes; (b) No.

£8. If you were given certain topics on which to write

an essay, would you choose: (a) the role of church
going in religion, or (b) the defects of our present
educational systems?
 (a) (b)
~9. Under similar circumstances would you choose to
write about: (a) the best way to distribute one’s
income between, say, the necessities of life, luxu
ries, and savings, or (b) the personality of some
close friend of yours. ______ _____

30. When witnessing a gorgeous ceremony (ecclesi

astical or academic, induction into office, etc.) are
you more impressed (a) by the unified idea or in
stitution which the group represents or (b) by the
color and pageantry of the occasion itself? ______ _____

Continue with Part IL

PART II
DIRE&rioNs: Each of the following situations or questions is followed by
four possible attitudes or answers. Arrange these answers in the order of
your personal preference from first to fourth by writing, in the left hand
margin,

.1... beside the answer that appeals to you most,

.2... beside the answer which is next most important to you,
.3... beside the next, and
• ~... beside the answer that least represents your interest or preference.

You may think of answers which would be preferable from your point
of view to any of those listed. It is necessary, however, that you make
your selection from the alternatives presented, and arrange all four in order
of their desirability, guessing when your preferences are not distinct. If you
find it really impossible to guess your preference, you may omit the ques
tion.

1. Do you think that a good government should aim chiefly at —

a. more aid for the poor, sick, and old

b. the development of manufacturing and trade
c. introducing more ethical principles into its policies and diplomacy
d. establishing a position of prestige and respect among nations
~. In your opinion, can a man who works in business for his living all the
week best spend Sunday in —

a. trying to educate himself by reading serious books

b. trying to win at golf, or racing
c. going to an orchestral concert
d. hearing a really good sermon

S. If you could influence the educational policies of the public schools of

some city, would you undertake —

a. to promote the study and the performance of drama

b. to develop cooperativeness and the spirit of service
c. to provide additional laboratory facilities
d. to promote school savings banks for education in thrift

4. Do you prefer a friend (of your own sex) who —

a. is efficient, industrious, and of a practical turn of mind

b. is seriously interested in thinking out his attitude toward life as a whole
c. possesses qualities of leadership and organizing ability
d. shows refinement and emotiongl sensitivity

5. If you lived in a small town and had more than enough income for your
needs, would you prefer to —

a. apply it productively to industrIal development

b. help to endow the church to which you belong
c. give it to a university for the development of scientific research
d. devote it to hospitals

6. When you go to the theatre do you, as a rule, enjoy most —

a. plays that treat the lives of great men

b. ballet or similar imaginative performances
c. plays with a theme of human suffering and love
d. problem plays that argue consistently for some point of view
7. Assuming that you are a man with the necessary ability, and that the
salary for each of the following occupations is the same, would you
prefer to be a —

a. mathematician
b. sales manager
C. clergyman
d. politician

8. If you had unlimited leisure and money would you prefer to —

a. make a collection of fine sculptures or paintings

b. establish a mental hygiene clinic for taking care of the maladjusted and
mentally deficient
c. aim at a senatorship, or a seat in the Cabinet
d. enter into banking and high finance

9. At an evening discussion with intimate friends of your own sex, are you
most interested when you talk about —

a. the “meaning” of life

b. philosophy and psychology
c. literature
d. socialism and social amelioration

lO~ Which of the following would you prefer to do during part of your next
summer vacation (if your ability and other conditions would permit) —

a. write and publish an original biological essay or article

b. stay in some secluded part of the country where you can appreciate fine
scenery
c. go in for a local tennis or other athletic tournament
d. get experience in some new line of business

11. Do great exploits and adventures of discovery such as Lindbergh’s and

Byrd’s seem to you significant because —

a. they represent conquests by man ,over the difficult forces of nature

b. they add to our knowledge of mechanics, geography, meteorology, etc.
c. they weld human interests and international feelings throughout the
world
d. they contribute to the ultimate revelation of the meaning of the universe
1~. Should one guide one’s conduct according to, or develop one’s chief
loyalties toward —

a. one’s religious faith

b. ideals of beauty
c. one’s business organizations and associates
d. society as a whole

18. To what extent do the following famous persons interest or attract

you —

a. Florence Nightingale
b. Napoleon
c. Henry Ford
d. Charles Darwin

14. If you should marry (or are married) do you prefer a wife who
(Women answer the alternative form below) —

a. can achieve social prestige, commanding admiration from others

b. likes to stay at home and keep house
c. is fundamentally spiritual in her attitude toward life
d. is gifted along artistic lines

(For women) Do you prefer a husband who —

a. is successful in his profession, commanding admiration from others

b. is domestic in his tastes
c. is fundamentally spiritual in his attitude toward life
d. is gifted along artistic lines

15. Viewing Leonardo da Vinci’s picture — “The Last Supper” — would

you tend to think of it —

a. as expressing the highest spiritual tendencies and emotions

b. as one of the most priceless and irreplaceable pictures ever painted
c. in relation to Leonardo’s versatility and its place in history
d. as a masterpiece of design
Name Age
SCORE SHEET FOR THE STUDY OF VALUES
Directions
z. First make sure that every question has been answered.
Note: If you have found it impossible to answer all the questions, you may give
equal scores to the alternative answers under each question that has been
omitted; thus,
Part I. lj for each alternative. The sum of the scores for (a) and (b)
must always equal 3.
Part fl. ~ for each alternative. The sum of the scores for the four alter
natives under each question must always equal 10.
2. Transfer your sóores directly to the proper boxes on the next two pages.
E.g., Part I: If for your first question you have a score of £ in column (a), and 1
in column (b), the scores will appear on -the next page as follows:

Part I. Type of value

Question Theo- I Eco- I ~s- I I Politi- I Relig
retical I nomic I thetic Social I cal
1. ~ IbL~1[ I .1
E.g., Part II: Suppose you have marked the alternatives in the first question as
follows: S a
4 b
1 C
s d
When transcribed, these scores will appear in the corresponding boxes
on the third page like this:

3. Add the vertical columns of scores in Part I and Part II separately.

4. Make certain that the sum of the six totals in each part is equal to
the figure printed to their right.
5. In Part II subtract your scores from the printed correction figures, as
indicated on the third page.
6. Transcribe the total scores for the separate values, i.e., the numbers
at the bottom of each page, to the last page.
7. Add the pairs of scores for each value to secure your final totals.
8. Plot these totals on the vertical lines in the graph, and compare them
with the norms printed beneath the graph.
BOUGHTON MIFFLIN COMPANY. PUBLISHERS
COPTRIGHT. 1931. BY GORDON W. ALLPORT AND PHfl.IP B. VERNON. PRINTED IN THE U.S.A.

AlL RIGHTS RESERVED IN~.uDING TUE RIGHT TO REPRODUCE THIS SCORE SHEET OR PARTS THEREOF IN ANY FORM
PART I. Type of Value~
d~
~ues~on Theo- Eco-. Aes-. Social
. Pout- Relig
retical nomic thetic ical ious
The sum of the
1 aL bL scores for each

:;:
-~-
aLbC__
row must
equal S

4bL aL
5 aL bL
L bL aF
j
8bL aL
~ a~ bL
~bL aL
ii aL bL
~!_ bLaL_
l3aE bL
~~__ b~ aL
i~____ bL aL
l6bLaL__
-~ bLaL
~ bLaL
l9aL bE
~ b~ aT
21 aL bT
!~ aLbL_
~saL_ bL
~4 b~ ar
~aL_ bL
-~ aL bL
-~ bLaT
~bL_ aT
-~ aLbL_
30 LI al The sum of
these six
TOTALS totals must
equal 90
Transcribe this row of figures to the last page.
 Question Theo- Eco- Aes- social Pout- Relig
. — retical nomic thetic ical ious
The sum of the
ranka for each
1 bF aFdFcF row must
equal 10

2a[_ cE bEdE
3 cEdE aE bE
~- aEdE cEbE
5cEaE aL
6d[_ bEcEaE_
7aEbE dEcE
-~-_ dEaLbEcE_

9bF_ cEdE_ aF
loaEcitbt cE
~bE__ cEaEdE
~__ cEbEdE__ aE
i3dEcE aEbE__
~____ dEbEaEcE
16 cEbEdE aF The sum of
TOTALS these six
totals must
eaual 150

Subtract these totals from:

Corrections 39 41 41 86 ~s1 42
The sum of
Corrected the sixtotals
rected cor
Totals must equal 90
Transcribe this row of corrected totals to the last page.
 Theo- Eco- £s- Polit- Relig
retical nomic thetic 0cm ~ ious
Totals from
PART I
Corrected totals
from PARr II
inesum of the
Fn~z~ Scoars SIX final totals
must equal
180
60 60

Significantly 50 50
high

40 40

{
Scores from
81—28 are 80
average
80

20

Significantly
low 10 10

0 0
Theo- Eco- ~s- Pout- Relig
retical nomic thetic C ical jous

PROFILE OF VALUES

4Percentile Scores on any value Percentile Scores on any value

5 (low) 0—16 60 30—31

10 17—19 70 892—34
20 20—23 80 85—86
80 924—25 90 37—40
40 926—927 95 41—43
50 28—30 100 (high) 44—60

NORMS FOR ADULTS AND UNDERGRADUATES (BOTH SEXES)

I ;prII !JII’’!~I ~ 11:1!: !IIrI~.i