Academic Predictors of Adult Maturity and Competence

Heath, Douglas H.

doi:10.1080/00221546.1977.11776581

Cited by 12 publications

(14 citation statements)

References 16 publications

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“…Rogers's theory of the fully functioning person was measured with the Openness to Experience subscale of the NEO Personality Inventory (Costa & McCrae, 1985). Heath's (1968, 1977, 1991)theory of the maturing person postulates five characteristics of maturity: increasing allocentrism or other-centeredness, greater personality integration, increasing stabilization of self-concept, greater autonomy, and an increasing ability to abstractly symbolize experience rather than to react impulsively to stimuli. The results of Heath's studies over the past 30 years have supported his theory both longitudinally (Heath, 1968, 1991) and cross-culturally (Heath, 1977).…”

Section: Methodsmentioning

confidence: 99%

“…The Openness to Experience subscale uses a 5-point Likert scale ranging from 1 ( strongly disagree ) to 5 ( strongly agree ). Heath's (1968, 1977, 1991)theory of maturity was measured with his Perceived Self Questionnaire (Heath, 1968). Referring to his model of maturity, Heath (1983)stated that the Perceived Self Questionnaire “predicts a wider range of measures of maturity and competence more consistently than any other test used in [my] research” (p. 169).…”

Section: Measures Of Personal Growthmentioning

confidence: 99%

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Factor structure of mental health measures.

Compton¹,

Smith²,

Cornish³

et al. 1996

Journal of Personality and Social Psychology

243

142

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This study investigated the factor structure of 18 scales that measure personal growth, subjective well-being, stress-resistant personality, self-deceptive positivity, and demographics. The sample of 338 persons was drawn from university students and community residents. A principal-components analysis with oblique rotation found a large factor for measures of subjective well-being as well as smaller factors for measures of personal growth, gender and age, and personality integration and education. Results provided support for the hypothesis that subjective well-being and personal growth are related, but not identical, constructs. Implications are discussed.

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Section: Methodsmentioning

confidence: 99%

Section: Measures Of Personal Growthmentioning

confidence: 99%

Factor structure of mental health measures.

Compton¹,

Smith²,

Cornish³

et al. 1996

Journal of Personality and Social Psychology

243

142

View full text Add to dashboard Cite

show abstract

“…More recently, Heath's (1977) longitudinal studies with college-age samples reached similar conclusions. Carefully identified constructs, such as ego maturity and competence, were found to be significantly related to a broad and manifold definition of life success, whereas academic achievement was not.…”

Section: Educational Goals: Academic Achievement or Psychological Mat...mentioning

confidence: 53%

“…The ability to symbolize one's experience, to act allocentrically with compassion, to act autonomously with self-control and a disciplined commitment to humane values-these characteristics formed part of the core of psychological maturity. Ironically, Heath (1977) found, especially for the Americans in his cross-cultural study, that adolescent scholastic aptitude as well as other measures of academic intelligence do not predict several hundred measures of the adaptation and competence of men in their early thirties. In fact, scholastic aptitude was inversely related in this group to many measures of their adult psychological maturity, as well as of their judged interpersonal competence, (pp.…”

Section: Educational Goals: Academic Achievement or Psychological Mat...mentioning

confidence: 97%

“…Higher stage process is more complex, takes in more variables, represents more comprehensive cognitive problem solving, and is more aesthetically harmonious. Heath (1977) uses a broad construct, psychological maturity, to denote such a goal. At higher levels of psychological maturity, an individual can think more critically/logically/scientifically.…”

Section: Contemporary Cognitive-developmental Theorymentioning

confidence: 99%

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Psychology for secondary schools: The saber-tooth curriculum revisited?

Sprinthall

1980

American Psychologist

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The secondary schools of this country have come under detailed criticism for continuing to promote a narrowly pedantic, content-acquisition focus in the general curriculum. Evidence, reviewed here, indicates that such a focus fails the pupils on two counts: (a) intellectual development and (b) psychological maturity. Neither educational goal is served through present procedures or content. Recently, the Committee on Psychology for Secondary Schools (CPSS) has proposed a series of guidelines for teacher certification that strongly suggests that psychology as a curriculum discipline follow a similar content-acquisition model. This article criticizes such a view. Metaphorically, it is suggested that such a curriculum focus may constitute revisiting the saber-toothed tiger. In this view, psychology would be passively following in the wake of traditional education as simply the newest contender for irrelevance. This article presents a detailed rationale and emergent evidence for an alternative conception for psychology as a subject area, a method oj instruction, and a professional obligation.For the past decade, the American Psychological Association, through its Committee on Psychology in Secondary Schools (CPSS) and the closely allied Human Behavior Curriculum Project, has struggled with the definition of goals and objectives for the teaching of psychology to adolescents. The Oberlin, Ohio, conference of 1970 was the first major step in an attempt to provide form and substance in response to a perceived growing national need for teaching psychology. The APA Central Office, prior to that time, had received numerous requests from the field for guidance and direction. It was clear then, and it remains clear now, that there is a major demand for psychology courses in secondary schools. Estimates vary, but even conservatively, at least half a million teenagers are currently enrolled in such courses (Zunino, 1974).The demand is evident; how best to respond is not. The questions of curriculum content and 336 • APRIL 1980 • AMERICAN PSYCHOLOGIST

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Stability and Reversibility/Irreversibility of Health Conditions

Hollar

2017

Trajectory Analysis in Health Care

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Academic Predictors of Adult Maturity and Competence

Cited by 12 publications

References 16 publications

Factor structure of mental health measures.

Factor structure of mental health measures.

Psychology for secondary schools: The saber-tooth curriculum revisited?

Stability and Reversibility/Irreversibility of Health Conditions

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