Professional Documents
Culture Documents
Penilaian Kinerja Perawat Kps
Penilaian Kinerja Perawat Kps
6-1-1942
Recommended Citation
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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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
B!BLIOGRAPHY • • . . . • . . 27
APPENDIX • • • • • 28
The Test, “A Study of Values” . • . .
Profile Page
LIST OP TA.BLES
~b1e Page
LIST OF OBARTS
Chart Page
IN~ODUCTION
stage~of their college career. Too often, students choooo fields because of
leges has become more and more apparent as results from reliable tests serve
as indexes to factors which influence pupil acceleration or retardation. Im
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
psychology that has received widespread attention from all races and classes
early religions and other movements indicate that great stress was laid. upon
the personality qualifications of new initiates and. they were asked to pass
This interest has persisted to the present day. Modern history records
practices existing among primitive tribes today which have the status of
20p. Cit., p. 16
-2-
In our everyday lives we judge personality by the words and. actions of people
have studied this elusive characteristic of hnman nature from varying angies
of men. This has resulted. in attempts to classify men into certain types.
was the literary type, e~rnples of which can be found. among the character
regards to their dominant trait and continues with typical instances of the
chologists. June believed that people fall into two categories or groups——
useful.
The Aesthetic Type :— The aesthetic man sees his highest value in form
and harmony.
pp. 132-33
3lbid. p. 149
-5.-
concerned with the diversity, the latter with the identities of e’xpex’i. ~ s.
He is likewise opposed to the economic value.
The Social ~ : —.
The purely political type makes all value regions serve his will
to power. Cognition for him is only a means for control. The maxim:
Some men of this type are “immanent mystics.” They find their religious
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
males, and one hundred Spelman Freshmen, females, were used in this study.
Freshmen of neither school choose their major the first year. Therefore,
1
Op. Cit. pp. 190, 194, 195.
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
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
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
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.
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:
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
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
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
guidance.”
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
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
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
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—
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.
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
TABLE 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
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
PABLEII
, 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
Table IV, page 17, shows the degree of agreement between major intereSt
chart for that pupose. Profiles I—Vt show dominating scores in each of
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
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.
stration.
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.
~.BLE III
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
2. Rg English Aesthetic 80
9. Eg Science Theoretical 80
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
major in Biology. She shows dominance in both the religious and, social
values.
-24-
CHAPTER IV
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
between sex and attitude in each of the six values~ The bi—serial method
Correlation between the boys and girls on the theoretical and aesthetic
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
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
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
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-
Conclusions:
BIBLIOGRAPHY
Boo1~
Aflport, Gordon W., Personality, New York: Henry Holt and Co., (1937)
Gordon, R. G., Personality New York: Harcourt, Brace & Co~ (1928)
Woodworth, Robert S., Ps~7chology, third edition, New York: Henry Holt and Co.,
(‘9~)
Articles
Whitely, Paul L., ~A Study of the Aliport—Vernon Test for Personal Value~,”
Journal of Abnormal and. Social Psychology, 1933, 28, 6—13.
Manual
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.
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.
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,
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.
5. If you lived in a small town and had more than enough income for your
needs, would you prefer to —
a. mathematician
b. sales manager
C. clergyman
d. politician
9. At an evening discussion with intimate friends of your own sex, are you
most interested when you talk about —
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. 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) —
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
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