This study was undertaken to examine the relationship between self‐reported and pre‐post measures of academic growth. Self‐reported and pre‐post measures were obtained in three areas, simple cognitive, complex cognitive, and attitudinal. The subjects were 162 graduate students enrolled in six different graduate courses. Partial correlations relating self‐reported measures of growth to posttest performance on measures of achievement (simple and complex cognitive)and attitude, controlling for pretest performance indicated that self‐reported measures of academic growth were primarily related to growth in attitudes toward the subject matter of a course.

No abstract

No abstract

feelings of inadequacy, while the middle-class Ss were more aggressive and expansive. These differences disappeared when 79 Ss in each of the two groups were matched for age, sex and I&. The differences between HFDs of boys and of girls as a whole were greater than drawings of all Ss from different social backgrounds. About 1/3 of all boys and 1/6 of all girls, regardless of background, showed evidence of emotional problems. The boys were more impulsive, anxious, aggressive, and had a poorer self concept. REFERENCES 1. KOPPITZ, E. M. Emotional indicators on human figure drawings of children: A validation stud . J . din. Psychol., 1966, gg, 313-315. 2. ~P P I T Z , E. M. and MOREAU, M. I). A comparison of emotional indicators on human figure drawings of children from Mexico and from the United States. Revislo Interame+ieana de PeicologM, 1968,9,41-48. 3. KOPPITZ, E. M. Psychological Evaluation of Children's Human Figure Drawings. New York: Grune & Stratton, 1968. 4. KOPPITZ, E. M. Expected and exceptional items on human figure drawings and I& scores of children age 5 to 12. J . din. Psychol., 1967,83, 81-83. 5. MOREAU, M. D. and K O P P I~, E. M. Relationship between Goodenough Draw-A-Man Test I& scores and Koppitz Human Figure Drawing scores. Revisla Znleramcriurna de Psiehologiu, 1968, 3, 3540.

The article by Benton and Hoyt provides