Social Class and Values as Related to Achievement and Conduct in School

Sugarman, Barry

doi:10.1111/j.1467-954x.1966.tb01166.x

Cited by 11 publications

(4 citation statements)

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“…Two workers (Jayasuriya, 1960;Sugarman, 1966) have successfully given instruments based on the elements of Rosen's achievement syndrome (Rosen, 1959) to secondary school children aged fifteen/sixteen, but no test of this concept seems to have been administered to children of eleven/twelve, who in Scotland are in their last year in primary school. A specially devised instrument, based on Rosen's questions, was included in a questionnaire given to the same children who had been interviewed earlier.…”

Section: The Achievement Syndromementioning

confidence: 98%

“…One cluster of values on which much work has been done, both in Britain and the USA, is that associated with achievement and deferred gratification (Rosen, 1956;Jayasuriya, 1960;Strauss, 1962;Sugarman, 1966). The various measures devised have concentrated more particularly on the degree of control over the environment, the stress put on the present as against the future, and the nature of relationships with significant others.…”

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confidence: 97%

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Some measures of children's values

Musgrave¹,

Reid²

1971

Social Science Information

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Section: The Achievement Syndromementioning

confidence: 98%

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confidence: 97%

Some measures of children's values

Musgrave¹,

Reid²

1971

Social Science Information

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“…AMONG other dimensions of ' achievement value ' on the Rosen (1956) model, orientation towards the future, as against towards the present, has been found to correlate positively with degree of higher socio-economic status and with ' over-' in contrast to ' under-' achievement relative to IQ (Sugarman, 1966).…”

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confidence: 95%

Extent of Future Time Orientation: A Cross‐ethnic Study Among New Zealand Adolescents

Bray

1970

Brit J of Edu Psychol

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Summary. It was predicted that ‘European’ New Zealanders in comparison with Maoris would (a) tend to have longer future time orientation in respect to major goals and (b) show greater tendency to delay gratification. Boys and girls with a mean age of 14: 3, all in the same grade, form three, from seven schools and of both ethnic groups were asked (a) to indicate distance, in time of imagined realisation of major goals, firstly for vaguely specified characters and later for themselves and (b) to decide among choices of money which increased in proportion to delay. For boys, both ethnic contrast predictions were strongly confirmed but, for girls, though in the predicted directions, findings either showed generally poorer levels of statistical significance or, for some of the temporal orientation of goals results, lack of significance.

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“…Explanation of these regularities has been sought through hypotheses about the role of intervening variables such as the value sets supposedly characteristic of different social groups (Douglas, 1964;Klein, 1965;Pringle et al, 1966). Empirical support for these link propositions, however, has not been consistent: in many studies, social class differences, based on operational measures of values (moral beliefs and attitudes), have tended to diminish, or disappear, once measured intelligence has been controlled (Jayasuriya, 1960;Sugarman, 1966;Ross et al, 1972;Graham, 1972).…”

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confidence: 99%

Value Constructs: Relationships with Intelligence and Social Background

Glossop

Roberts

Shemilt

1975

Br J Soc Clin Psychol

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Using a version of Kelly's Role Construct Repertory Grid Test, experiments were conducted amongst samples of adolescents to investigate their modes of construing value concepts. Analysis concentrated on the definition of levels of abstraction and insight associated with individual perceptions of such concepts, a hierarchical structure involving three levels of abstraction being indicated. Results suggested that measured intelligence and social background were significantly correlated with the use of higher levels of abstraction, these correlations remaining significant when the correlation between measured intelligence and social background had been taken into account. No significant relationship was found between the sex of subjects and the levels of abstraction.

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Social Class and Values as Related to Achievement and Conduct in School

Cited by 11 publications

References 0 publications

Some measures of children's values

Some measures of children's values

Extent of Future Time Orientation: A Cross‐ethnic Study Among New Zealand Adolescents

Value Constructs: Relationships with Intelligence and Social Background

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