Syllabus-Bound and Syllabus-Free Orientations in a Technological University

Smithers, Alan; Sayles, Pat; Josephs, A. P.

doi:10.1177/003452377501300104

Research in Education

1975

DOI: 10.1177/003452377501300104

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Syllabus-Bound and Syllabus-Free Orientations in a Technological University

Alan Smithers

Pat Sayles

A. P. Josephs

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1976

2022

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Cited by 4 publications

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“…In this study we have been able to support Hudson's (1966) contention that convergence /divergence is linked to arts /science specialism, and elsewhere we have shown that convergers and divergers differ in subject interest (Child and Smithers, 1973), occupational interests and attainment (Smithers and Child, 1974), and in degree of syllabus-boundness (Smithers et al, 1975). But we can find no support for different forms of neuroticism among convergers and divergers.…”

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confidence: 81%

Convergers and Divergers: Different Forms of Neuroticism?

Smithers

Child

1974

Brit J of Edu Psychol

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In Frames of Mind, Hudson (1968) makes the interesting suggestion that neuroticism in convergers and divergers tends to take different forms. In a study of the personalities of convergent and divergent schoolboys, he found that they did not differ in extraversion, but the divergers were significantly more neurotic. In an item analysis, he found that this difference depended mainly on eight items of the Maudsley Personality Inventory which referred to feelings of depression or guilt. Thirteen items contributed little or nothing to the discrimination, but three items about touchiness and restlessness tended to positively identify the convergers. Hudson (1968) concluded that " both divergers and convergers are capable of owning up to neurotic symptoms . . . each in their own fashion, the one depressive and the other over-controlled."We have been able to investigate this possibility in our study of the cognitive and affective characteristics of university undergraduates (Child and Smithers, 1971). A sample of 150 social science students (90 men, 60 women) and 156 science students (123 men, 33 women) entering the University of Bradford in 1968 completed a number of cognitive tests and personality measures (see Child and Smithers, 1971, for details) including the Eysenck Personality Inventory (1964), the AH5 test of intelligence (Heim, 1956) and two divergent thinking tests ' Uses of Things ' (Getzels and Jackson, 1962) and ' Consequences ' (Torrance, 1962).Convergers and divergers were identified from their relative performances on the AH5 and divergent thinking tests in the manner described by Hudson(1966).The students' fluency scores on the ' Uses ' and ' Consequences ' tests were ranked and the ranks combined (r= +0*51). The combined ranks and the total AH5 scores were each graded on five-point scales in the proportions 1 : 2 : 4 : 2 : 1 and crosstabulated to give differential scores. For example, a student among the top 10 per cent on the divergent thinking tests, but among the bottom 10 per cent on the AH5 would obtain a differential score of $4.Students with differential scores of &2 or greater were classed as convergers or divergers, according to the bias of their performance.

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confidence: 81%

Convergers and Divergers: Different Forms of Neuroticism?

Smithers

Child

1974

Brit J of Edu Psychol

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Sex differences, personality and study difficulty in university students

et al. 1978

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A study difficulty inventory and three sets of personality scales were administered to 145 students attending a university health centre. Motivational and psychoneurotic components of study difficulty were identified, which were differentially related in male and female students to basic personality characteristics and to psychiatric symptomatology. Syllabus-boundness emerged as more salient in the female students, and selfesteem in the males. Poor academic performance was found to be associated with distinctive personality profiles in the two sexes. Both intra-personality and social-psychological interactional factors appear to underlie the pattern of results.

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Authority-Boundness as a Constitutive Aspect of Syllabus-Boundness among Higher Education Students

Englund

Stockhult

2022

Scandinavian Journal of Educational Research

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Syllabus-Bound and Syllabus-Free Orientations in a Technological University

Cited by 4 publications

References 9 publications

Convergers and Divergers: Different Forms of Neuroticism?

Convergers and Divergers: Different Forms of Neuroticism?

Sex differences, personality and study difficulty in university students

Authority-Boundness as a Constitutive Aspect of Syllabus-Boundness among Higher Education Students

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