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6-1-1941

A study of introversion and extroversion as indicesof the amount of participation in extra-classactivities of one-hundred ninety students of thetwelfth grade of Booker T. Washington high school,Atlanta, GeorgiaEllen Cornelia LacyAtlanta University

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Recommended CitationLacy, Ellen Cornelia, "A study of introversion and extroversion as indices of the amount of participation in extra-class activities of one-hundred ninety students of the twelfth grade of Booker T. Washington high school, Atlanta, Georgia" (1941). ETD Collection for AUCRobert W. Woodruff Library. Paper 188.

A-~TUDY 0? INTROVERSION AND EXTROVERSION AS INDICES

OF THE AMOUNT ~F PARTIC IPATION IN EXTRA CLASS

ACTIVITIES OF ONE HUNDRED NINETY STUDENTS OF

THE TWELFTH GRADE OF BOOKER T. WASHINGTON

HIGH SCHOOL, ATLANTA, GEORGIA

,P.1:

~ (~-

A THESIS

SUBMITTED TO TEE FACULTY OF ATLANTA UNIVERSITY

IN PARTIAL FULFILLMENT OF THE RE(~tJIREMENTS FOR

THE DEGREE OF MASTER OF ARTS

BY

ELLEN CORNELIA LACY

DEPARTMENT OF EDUCATION

ATLANTA, GEORGIA

JUNE 1941

Fii

TABLE OF CONTENTS

Chapter P~ 0

I I TRODtJCTION . . • . • • 1The Problem. . . . * . . . . . . . . . . . . . . . . . . 1PertinentLiterature...........*...... 2Plan of Study. . . . . . . . . . . . . . . . . . . . . . 4

II REStJLTS . . .- . . . . . . . . * . . . . . . . . . . . . . . 8

III SUMMARYANDCONCLtJSIJNS.. . . . .. .. . .. . .. .. . 19

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . * . . 25

• • . . . • . . • . . . . • • . . . • • . . • , • • • • • 28

.1

CHAPTER I

INTRODUCT ION

The Problem.——This is a study of introversion and extroversion as in

dices of the amount of participation in extra—class activities of one—hundred

ninety students of the twelfth grade of Booker T. ashington High School,

Atlanta, Georgia.

The perspective of education has been undergoing a radical change

within the last decade. This change is away from the development of merely

the mind of the child toward development of an integrated personality. A

movement has been put into operation and continues to gain momentum for a

widened school program which will provide for adequate trainin in all the

activities of the children outside the school.1 A functional point of view

is necessary in realizing the ideal of the school as a miniature society

which dole ates to education two general purposes——”to teach pupils to do

better the desirable activities that they will perform anyway~ and to reveal

higher types of activities and to make these both desired and to an extent

possible.’~2 once, the role of extra—class activities has become increas

ingly important.

Certain personality factors have long been recognized as indices of

the probable reaction of an individual to certain situations and introvers~ton

and extroversion as definite traits of personality are terms used to

1E. U. Rug~, Summary of Investigation Relating to xtra—CurrioularActivities (Greeley, Colorado, 1930).

2lbid., . 12.

1

2

summarise a person’s reaction to a series of situations including the

number and type of activities in which he participates.

This study is based upon the hypothesis that introversion and extro

version may be responsible for the degree and amount of social participation

of an individual. With this thought in mind this study will attempt to

answer the following specific questions:

1. Do individuals fall into the distinct classes of introverts and

extroverts?

2. To what extent is the personality type of a student related to the

extent of participation in extra—class activities?

3. Which types of extra—class activities have the most participants——

those which involve action, non—action, other people, or an exchange of

ideas?

4. What activities rank as the first three preferences of secondary

school students?

5. hat extra—class activities have the greatest number of participants

b cause of keen personal interest?

6. What activities are participated in because of some requirement of

parents,teaohers, or some other person?

~7. Is this Introversion—Extrovsrsion scale reliable for measuring the

personality traits of introversion and extroversion?

8. Does the Activity Check List as a measure for the de ree and amount

of activity participation show reliability?

9. Are the personality tr~dts of introversion and extroversion indices

for determining the type and amount of social participation of high school

students?

Pertinent Literature.——Relatively little material can be found pertinent

to this subject. Only within recent years has the place of extra—class

3

activities of the child been considered important. Very few schools have

adopted a system by which the amount of activity participation can be checked

due to the fact that no relationship was believed to exist between the ac

tivities of the child in school and those in which he engaged outside of

the school.1

Rece tly several studies have been published dealing with leisure time

activities and with extra—curricular activities. Cashburn2 studied the ef—

feot of extra—curricular participation. Lockwood3 investigated the relation—

shi of personality traits to extra—curriculum activities. Another study

of this same type was made by Burgess.4

Unlimited material can be secured describing the traits of introversion

and extroversion as definite criteria for certain types of personality.

C. G. Jung was the first, perhaps, to advance the theory “on syoho—analytical

principles”5 that “proposed to classify mankind into categories—-the introvert

and. the extrovert.”6 Conklin7 studied the interest differences of the normal

introverts and extroverts. Edna Heidbreder6 made a study which was based upon~.

1E. U. Rugg, op. cit.

2C. E. Cashburn, “A Study of the Effect of F~tra—currioular Participationpon Students of the Winfield, ansas, High School,” Unpublished Master’s

thesis, Department of Education, University of Kansas, 1936.

3D. M. Lockwood, “The Relati nahip of Personality Traits to ExtraCurricular Activities,” Unpublished aster’s thesis, Department of Education,Colorado State Teacher’s College, 1936.

4E. K. Burgess, “The Relation of Personality Traits to Participation inExtra—Curricular Activities,” Unpublished Master’s thesis, Department ofEducation, Colorado State Teacher’s College, 1934.

6C. G. Jung, Psychological Types (New York, 1926).

6loid

S. Conklin, “The Determination of Normal Extrovert—IntrovertInterest Differences,” Th~ Pedagogical Seminary and Journal of GeneticPaydhology, XXXIV (Mass., 1927)., pp. 28—37.

8Edna heidbreder, “easuring Introversion and Extroversion,” Journal ofAbnormal and Social Psychology, XXI (1926), pp. 21—34.

4

a suggestion taken frost an article published by Max Freyd entitled “Introverts

and Extroverts.” A study was made by Charles K. A. Wang~ in which he found

that introversion and extroversion were extremely sig~tificant in the study of

personality.

Plan of Study.——1. Subjects In this study 226 Negro subjects were

selected from the Twelfth Grade of the Booker T. Washington High School of

Atlanta, Georgia. Due to various uncontrollable factors a number of these

individuals were eliminated and the study is based upon 190 subjeots——73 boys

and 117 girls. Their ages range from 15 years to 22 years, the average age

sing 17.2 years. Students of the Twelfth Grade were selected because it was

believed the had had more opportunity to participate in all available acti

vities and also were nearer the ideal of an integrated personality than

students on a lower grade level.

2. Tests (a) The Heidbreder “Introvert—Extrovert ~uestionnaire”2 as

administered to ascertain the personality type of each student. A copy of this

test will be found in the appendix. (b) ~n original check list, cc piled from

a suggestion given in “Recreation,”3 was used as an Activity Check List and

administered with a short questionnaire to determine the type, extent, and

preferences in regard to the extra-class activities in which these pupils

participated. A copy of the Check List will be found in the appendix.

3 Definition of Terms A definition of some of the terms used is neces

sary to avoid ambiguity. Shaffer4 defines the terms introvert and extrovert

1Charles K. A. Wang, “The Significance of Early Personal History for CertainPersonality Traits,” American Journal of Psychology, XIV (1932), pp. 768—74.

2Edna fieidbreder, op. cit.

3Anon., “Activity Preferences of Secondary School Students,” Recreation,XXXII (October, 1940), p. 339.

4L. F. Shaffer, The Psychology of Adjustment (New York, 1936), pp. 428—29.

according to Jung:

1~xtrovert: a person whose conscious life expresses itself byemotion, action and social participation....

Introvert: a person whose conscious life expresses itself bycontemplation, thought, and phantasy....

Also according to Jung as quoted in the Encyclopedia of Educational Research:1

Jung on psychological principles proposed to classify mankind intotwo categories——introvert and extrovert.. Introversion implies turninginward of responses while extroversio~ ‘iiüpl.ies outward readtion. Theterms usually apply both to mode of social adj stment as in withdrawalversus participation. The introvert tends to-be absorbcd in himself,fearful, shy, and slow, cautious in aotlpn. The extrovOrt..., tendsto be~energetio, vigorous,.talkati~e, confident, assertive and givento impulsive action.... -

According to ~‘1ebster’s unabridged dictionary the term extra—curricular

is defined as:

Not falling within the scope of the curriculum; especially of orpertaining to those activities, as debating, dramatics, and athletics,which form part of the life of the students, but are not part of there ular course of study.

This definition will also be intended in speaking of extra—class activities

in this study.

4. Procedure The Introversion—Extroversion Test and the Activity Check

List were administered to 22b students of the Twelfth grade of the Booker

T. Washington High School, Atlanta, Georgia on March 12th, 1941, using four

groups designated as Twelve High and two groups designated as Twelve Low.

Two weeks later these same two tests were administered to the same six

groups as a method of checking the reliability of these tests.

A number of the original 226 students were eliminated because of ab

sences at the time of the second administration of the tests or due to

W. L. Monroe, editor, Encyclopedia of 1i~duoational Research (New York,1941), pp. 787—88.

6

incompleteness of answers to necessary questions. One—hundred ninety students

were retained as subjects for the basis of this study.

On each Introversion—Extroversion test the number of questions answered

by encircling the minus (—) sign indicating extrovert qualities was oheoked

against the number of items answered by encircling the plus ( ) sign indi

cating introvert tendencies. The questions answered by encircling the

interrogative (7) sign wer disregarded on the supposition that the individual

answering was uncertain of the presence or absence of such a trait. To ob

tain the score and the personality tendency of each individual, the algebraic

sum of the plus ( ) and minus (_) signs was secured——the result giving the

outstanding personality trait of the individual in terms of introversion and

extroversion.

The total of the number of activities in which each individual partici

pated was secured by counting the number of items checked on the ac ivity

list included in the test. The first, second, and third preferences of each

individual were tabulated in order to find the activities in which the great

est number of students are participating. The three activities in which each

individual was keenly interes~.ed were checked from each questionmaire and

tabulated to find whic activities had the largest number of participators

due to personal tastes and interests. The total number àf activities in

which pupils were partiolpators because of some requirement of the school,

their parents, or some other person, was secured by tabulating the first three

activities listed under questio three of the Activity Check List. ~án esti

mate of the number of students who actually did not enjoy artioipation in

any activity listed was tabulated from the number of students answering “true”

to the fourth item of the questionnaire.

When the above data had been compiled, tabulated and analyzed, the second

step of the study was begun. Using Pearson’s Coefiicent of Correlation the

7

correlation between the score of the first administration of the Introversion—

Extroversion test and the second administration of the test was secured.’

The same method of correlation was used in securing the reliability of the

Activity Check List as a reliable measure of the amount of participation

in extra—class activities in which the totals of the first and seoond admin

istrations of the check list were compared.

The relationshi between the personality traits of introversion—extro

version and the amount of participation in extra—class activities was studied

by using the bi—serial method of correlation.2

The distribution of the upper ten introverts and upper ten extroverts

was secured and all of their activities compared by rechecking the data of

their respective t sta.

1R. E. Garrett, Statistics in sychology and Education (New York, 1940),pp. 25—271.

2loid., pp. 366—370.

CH.APT R II

RESULTS

In order to insure the reliability of the Introversion—Extroversion

test and the activity check list used in this study, two administrations of

the test were used. The Introversion—Extroversion tests, the activity list,

end the questionnaire were administered to one—hundred ninety students of the

Booker T. Washington High School, Atlanta, Geor~,ia. Two weeks later a follow—

up test was given usia the same students, identical Introversion—Extroversion

test, activity list and questi nnaire. Pearson’s Coefficient of Correlation1

was used to secure the correlation between the scores of the initial test

and the second test. As a r sult of this met~hod a positive correlation was

fomd. Although the correlation was not markedly high, r : .7b with a

probeole error of .0207, it indicated the test was a reliable one makin it

significant as a measure of introversion and extroversion.

The same method2 of correlation was used in determinin the reliability

of the list as a measure of social participation. The correlation between

the first and second administrations of the activity check list was found

to be positive with r : .57 and a probable error of .032.

The answer to the question “Do pupils fall into the distinct classes

of introverts and extroverts?” may be seen in Table I in the appendix. In

this frequency distrioution which has been graphically represented by a

histogram, igure I, it Will be noted that the scores run from —29, indicating

1H. E. Garrett, op. cit., p • 265—271.

2Ibid.8

9

extroversion, to 30, indicating introversion according to the first ad—

ministration of the t at. The scores on the second administration were dis

tributed from ~54, indicating extroversion, to 30, indicating introversion.

Out of a possible score of 50 denoting complete extroversion or 50 denoting

complete introversion the data can be interpreted as indicating no complete

introvert and no complete extrovert in this group of 190 students. However,

those subjects who ma e scores ranging from +1 to +30 will be considered

introverts. Those subjects whose scores ranged from 1. to 34 Will be con

sidered extroverts in this study.

In the distribution an average of the two administrations of the tests

was found for each in ividual. Using the combination of these totals in a

frequency distributio the standard deviation was computed and the results

yielded a of 11.64 for t1~ first administration and 11.17 for the second

administration of the test.

According to the histograms1 the distribution of these traits was not

spread over a wide area but evinced a clustering around the norm. The

scatter over the area consisted of a range from 30 to 34 With only two

frequencies occurring within the 2o to 30 interval and three frequencies

falling within the 25 to 29 interval, according to the first administration

of the test. The results of the second administration of the test indicated

a ran e from 30 to 34 with only one frequency falling within the 26 to 30

interval an two frequencies within the 30 to 34 interval. The distributions

between these two extremities are “connected by continuous gradations.”2

Taking into consideration the immaturity of the subjects and their ability

1Figure I, Appendix.

2 11 ~ t~ ‘~E. Heidbreder, op. cit., p. 123. 1 i~

I Il ii

10

to answer specific questions, an agreement was found with a statement of

ileidbredera “The evidence points to a single, mixed type, rather thanto

two sharply separated classes, each hoziio eneous within itself.”1

There is a theory found in many studies that the personality type of a

student is related to the extent of participation in extra—class activities.2

The data obtained lack sufficient support to uphold this theory. It was

found that the number of activities in which introverts and extroverts par

ticipated indicate a range from 0 to 34 for extroverts and a range of 5 to

34 for introverts based upon the averages obtained from the two separate

administrations of the activity check list.3 The mean for the extrovert was

computed as 16.10 with an S. D. of 5.75 while the mean for the introvert was

found to be 15.76 with an S. 0. of 6.08. The actual difference between the

mean of the Introversion distribution and the n~an of the Extroversion dis

tribution is .34 and , the standard error of this difference is .92. The

chances are 64 in 100. The obtained difference of .34 does not iffer from

the true difference by more than .92. We may say this is not a marked

difference since it is customary to take a of 3 as significant.

When these two frequencies were combined into a single distribution the

mean obtained was 16.00 with the standard deviation 5.87. These results may

be considered in answering the question “To what extent is the personality

type of a student related to the extent of participation in extra—class acti

vities?” The ~rsona1ity type of the izitroverta and extroverts are so closely

1E. Heidbreder, op. cit., p. 123.

2~, C. Link, “~A~uusements and Personality,” Reader’s Digest, LXXII (March,1938), pp. 37—39. See also, J. S. Plant, “Recreation and the Social Inte ration of the Individual,” Recreation, XXXI (September, 1937), pp. 339—342.

3See Appendix.

- - -

11

allied with each other that they are related to the kind of extra—class

activity in which the student participates rather than to the extent of par

ticipation. This is substantiated by Table IV in which the ten activities

of the extroverts having the largest number of participants may be found. The

number of introverts may be compared with the number of extroverts participating

in the same activities. Table V gives the ten activities in which the larg

est numbers of introverts participated.

By corn aring the percentages given in th se two tables it will be seen

that icnicking ranked in first place and social dancing in second place for

both introverts and extroverts. Class clubs ranked third for extroverts with

74% participating while 50% of the introverts participated in this activity.

In third place for introverts was church clubs with 66% participating while

only 65% of the extroverts were participators in this activity. Hiking, in

fourth place for the extrovert group ranked sixth for the introverts. Roller

skatin , listed in fourth place for the introverts did not rank in the first

ten activities of extroverts. Only 60% of the extroverts checked roller skat

ing in the activity list. Motion pictures, an activity participated in by

both groups, ranked in fifth place for both introverts and extroverts. Bicycl

ing was in sixth place according to the extrovert group and was not included

in the u~Jper ten activ ties of the introverts, Seventy per cent of the ex

troverts participated in social recreation (eluDe) while only 27 of the ;~

introverts took part in this activity. In seventh place for the introvert. ~

group was story telling. Only 16 extroverts ohecked this activity which

placed it far below the group of ten being considered. The next three acti

vities for both groups falling in eighth, ninth, and tenth places have fewer

persons participating. Softball was in eighth place for extroverts and

choral groups ranked eighth for introverts. Sixty—five per cent of the extro

verts belonged to church clubs which placed it in ninth place. The activity,

12

class clubs, that ranked third for extroverts, was found in ninth place ac

cording to the introvert group. Tennis in tenth place on the extrovert list

was not included in the upper ten activities of the introverta. Baseball,

in tenth place for introverts, did not appear in the upper ten activities of

the extroverts.

The fact that so many activities in which extroverts were participators

were not checked to a roat extent by introverts seems to indicate that the

difference lies in the kind of activity in which the extroverts were interes

ted, rather than the extent to which they participated. The same may be re—

arded as true in considering the introvert group.

From a rather elacorate method of checking the activities in which each

student participated several notable r suits were obtained. The check list

containing 49 activities was divided into the following groups: Athletics,

Dancing, Drama, Music, Outing Activities, Water Sports, and Miscellaneous

Activities. As will be seen by consulting the check list1 additional num

bers were inserted following each list under the acove categories f or the

express purpose of giving the student opportunity to add any activity in which

he engaged that was not stated in the check list. By adding an activity in

each of the blanks provided the student mi ht bring the total number of ac

tivities up to 70.

The student was asked to plaoe a check mark b side each activity in

whioh he was participating at the time or in which he had participated at

seine time. When these check marks were counted the following activities w re

found to have the greatest number of participants: baseball, softball, ten

nis, social dancing, hiking, picnicking, bicycling, Church clubs, class clubs,

and motion pictures.

1See Appendix.

13

The activity having the greatest number of partici~pants was social danc

ing1 having, according to the first administration of the test, 158 partici—

ants and 157 according to the second administration out of a possible 190

participant a.

Picnicking, with 150 students participating as indicated from the initial

administration of the test and 141 according to the final test, was the acti

vity having the second highest numoer of participants.

The activity in which the next greatest number of students participated

was hiking wit 145 students checking this activity the first time the teat

was given and 136 indicating their participation upon the second test.

A list of all the activities and the number of persons participating

in each accordin to the two administrations of the t at will be found in

Table VII. This table shows that the total number of activities engaged in by

these 190 subjects as indicated from the first administration of the check

list was 3,232 giving an avera e of 17.01 to each student. The result of -•

the second administration shows a total of 2,897 participants with an &ve~zag~’~

of 15.24 activities to each student. Based upon the averages obtained the ~

range of number of activities in which extroverts participated was from three

to 32.5 while the number of activities in which introverta participated

ranged from 5.5 to 32.5. These figures indicate there was no student who

participated in all 70 activities. Also there was no student who indicated

complete non—participation.

Judging from the activities having the greatest number of participants,

as seen in Table VII, the data show that the typos of extra—class activities

in which introverts and extroverts take part are those involving action, and

other people.

A great amount ci data were collected as a r suit of a questionnaire in

cluded in the activity check list, but only that material pertinent to this

~ ~ ••~ ..~4 ..

study will be quoted here. For further information co cerning the results

of the activity check list, Table VII may be consulted.

As a result of the first item of the questionnaire “Of all these acti

vities I like best. The activity I like next best is • My

third preference is ~ it was found that social dancing ranked first,

bicycling as second choice and choral groups as a third preference. According

to the initial administration of the test 158 individuals indicated they had

participated in social dancing. Of this number 98 indicated social dancing

to be included in their first three preferences. The second test yielded a

total of 157 participants of the possible 190 with 86 persons selecting social

dancing as one of their first three preferences. Bicycling, with 141 end 132

participants checking the activity according to the first end second tests,

respectively, shows a much lower number of participants than social dancing.

Twenty—nine and 33 gave this activity as one of the first three choices ac

cording to the two administrations. The third highest ranking activity was

choral groups with 21 and 27 students checking this as belonging in the group

of their first three preferences. The frequencies for this activity were 95

and 97 respectively as may be seen from the figures in Tables III and VII.

Motion pictures and hiking ranked as the activities preferred by the

next greatest numbers of individuals. .An average of 24 participants out of

134, which was the average of all partloipants, indicaGed motion pictures as

one of their first three preferences.

There was no evidenoe that any of these activities was participated in to

a greater extent by extroverts than by introvorts. In fact, approximately

as many introverts preferred these same activities as did extroverts. This

was evinced by answers given to the questionnaire.

1See questionnaire, Appendix.

“15

Keen personal interest as a reason for taking part in certain specific

extra—class activities was also investigated by means of the questionnaire.~’

The term “keen personal interest” is explai ad in its relationship to any

activity in which the student participated because of the genuine pleasure he

derived from taking part in the activity. This question was felt to e per

tinent to the study because so many adolescents are inclined to follow the

leadership of their friends in selecting the sport in which they take part.

Not many students were explicit in replying to this question but the

results obtained are believed to be fairly significant. The activities listed

under “keen personal interest” will be cited in the order of preference of the

students. The one in which the greatest number, 44 en 45, according to the

first and second administrations of the test, was social dancing. Fourteen

end 18 persons checked bicycling as one activity in which they were keenly

mt rested, while motion pictures occupied the third place having frequencies

of 15 and 13 as a result of the initial and follow—up tests. Many other ac

tivities were listed but the number checking each one was so small that it

may be said to be insignificant.

Relatively few subjects listed activities under the third phase of the

questionnaire. The greatest number answered the question “Of all the activi

ties, in which do you participate because you are req iir d to by parents,

teachers, or some other person?” by writing none in the space followin the

question. flowever, of those 82 individuals who gave partial or complete lists,

three very definite activities yielded the highest frequencies. Choral groups

led with 25 and 23 participators, Church clubs occupied second place with 21

and 26 taking part, while class clubs gave the third highest result of 9 and

9, the two figures given in a ch of the above findings indicating results of

1Questionnaire in Appendix.

16

the first and final administrations of the tests.

The last statement of the questionnaire pointed out a significant fact

that is directly related to the underlying theme of this thesis. It would be

a38u.med that the greatest number of introverte would not participate in the

listed activities, but referring to the data obtained from the statement “Of

all the activities, there is none in which I like to participate” the answer

true was given in only three instances. The fact that these three persons

were introverts fails to give the above assumption authenticity because of

the very small deviation toward introversion of these individuals. The first

had a score of +2 and +2i the second and third had the slightly questiona le

scores of +11 and 4-29, +15 and 3 as a result of the initial and follow—up

tests respectively.

To further substantiate the above data 10% of the extroverts having the

highest scores and 10% of the introverts with the highest scores were selected

and a comparison made between their activities. Based upon the first test

the scores of the upper 10% of the extrovert group ranged from 17 to 29

while the upper 10% of the introverts had scores ranging from 11 to 29.

In order to make a comparison between the activities of the two groups a fre

quency distribution was compiled using the 70 activities as a basis. Table

VII may be consulted for the complete results. After all activities were

counted, the ten in which the extroverts had the most participants and the

ten in which the greater number of introverts were participants, were separated

from the gro p and a comparison made. The upper three of each roup will e

quoted here. Seventeen of the total 19 extroverts participated in picnicking.

Of the 19 iritroverts in the upper 10% group 14 were participators in picnicking.

Social dancing the second activity with the highest number of partioipants,

had 18 individuals of the extrovert group participating while 14 of the 19

introverts were participators. Church clubs, the third highest ranking

17

activity for the extrovert group, had 15 participants. This activity also

ranked third in the introvert gro p with 12 persons of the total 19 partici

pating.

In the course of interpretation of the obtained data and before the

question “Are the personality traits of introversion and extroversion indices

for determining the type and amount of social participation of high school

students?” could be answered0 a method of correlation between these factors

was necessary. In a proolem such as this it is important to calculate the

correlation between scores in the first variable in which members of the group

can be measured, but in which the second variable can be classified into two

categories only or a “dichotomous” variable. T~ ordinary product—moment or

rank method cannot be used. If it can be assumed that the trait in question,

for which a diohobomo~ts or two—way classification has been made, “would be

continuous and normally distributed if more information were available so that

classification could be made in finer units or steps, the correlation between

such a trait and a set of scores may be computed by the bi—serial correlation

method.”1

With a frequency distribution based upon activity scores ranging fro

0 to 34 with a step interval of 5 the mean for the 127 extroverts was computed

as 16.10 with a of 5.75. The mean for i troverts, based upon the same

range of scores, was computed as l5.7b with a standard deviation of ~.08.

For the total of all scores based upon the range from 0 to 34 with a step in

terval of 5, a mean of 16.00 with the S. 0. of 5.87 was found. These r sults

are designated in the method used as M.1,~ Mqs and M, respectively. , as a

symbol for the standard deviation, gives the spread of scores in the entire

group. In order to determine P, which is the per cent of the whole group in

1H. E. Garrett, op. cit., p. 370.

18

the first category, the total number of extroverts was divided by the total

number of subjects. Thus gave a result of .67 or P : 67%. c~ was found

by the same method using the total number of introverts over the total number

of subjects. Thus .~ yielded a result of .33 with ~ : 33%. In the third190

step a normal distribution of traits is assumed and a dividing line is placed

between the “extrovert11 and “introvert” groups at the distance of 17% from the

middle line of the curve. In order to determine the ~ecjght of the ordinate,

which is designated as Z, it was necessary to consult Table 49 in Garrett1

which gave .17 a Z of .362. In the concluding step the formula for the bi—

serial coefficient of correlation was used with a r suit that rb~S : .04,

with a probable error of .064.

~I1. E. Garrett, op. cit., p. 370.

CHAPTER III

SUMMARY AND CONCLUSIONS

Mi attempt has been made to study introversion and extroversion as indices

of the amount of participation iii extra—class activities of one—hundred ninety

Negro subjects of the Twelfth Grade of Booker T. Washington High School of

Atlanta, Georgia. The Ifltroversion...Extrovergjon Test compiled by Heidbreder1

was used as a measure of the personality tendency toward introversion or

extroversion. This test contains 50 items all of which would be answered

with minus ( ) to indicate complete extroversion. Complete introversion would

be denoted if all statements were answered with plus ( ). In order to deter

mine the type and amount of extra—class activities in which each student par

ticipated, an activity list was adnijnjstered as a t et. The t St was based

upon a list of activities determined to be preferences of secondary school

students.2 A questionnaire was included in the activity test in order to

secure data concerning the preferen~~3, keen personal interests and require

ments in regard to activities in which these secondary school children par

ticipated. These tests, introversion...extroveraion test and the activity chec

list were foux~d to be reliable methods for testing these factors by computing

the correlations between the first and second administration of these tests.

In the correlation between the two administrations of the Introversion—

Extroversion tests r : .76 with a probable error of .0207. The correlation

1Edna Heidbreder, op. cit., p. 120.

2Anon., op. cit., p. 339.

19

20

of the r suits of the initial end second administrations of the activity

check list was also positive with r : .57 and the probable error of .032.

Using the results of the two administrations of the Introversion—extro

version tests as a basis a frequency distribution was computed. In the

scores (minus) represents the tendency toward extroversion and (plus)

denotes introversion in the individual. Being graphically represented by a

histogram these scores ranged on the first administration of the test from

29 indicating extroversion to 30 indicating introversion.

as a result of the second test varied slightly in that the range was from 34

to 30. It will be apparent that no individual in this group was completely

introverted or extrov rted. The extrovert scores ranged from 1 to 34 and

those persons will be considered introverts in this study who had scores

ranging from I to 30. The first administration of the test yielded a

of 11.64 while 11.17 was the for the second administration. The scatter

over the area of distribution was not wide but evinced a clustering around

the norm.

The mean of the introvert group was found to be 15.76 with a standard

deviation of 5.75. In comparing the mean of the first and second administra

tiona of the tests the difference of .34 was obtained. This figure does not

differ from the true difference by more than ±.92, which may be considered

as insignificant when compared with a ~ of 3. The mean for the tobal

of these two distributions was 16.00 with a standard deviation of 5.87.

Using the activities listed as a basis it was 5ound that both introverts

and extroverts have the greatest numbers of their participants taking part in

the same three activities, i. a., picnicking, social dancing, and Church clubs.

Eawever, some activities in whic the extroverts participated to a great ex

tent could not be considered in the upper ten for the introverts due to the

small number of participants. The same facts are found true in regard to the

extrovert group.

The total number of activities checked upon the initial administration

of the teat was 3,232 giving an average of 17.01 to each student. The second

administration yielded a total of 2,897 activities checked or an average of

15.24 to each subject. The 19 extroverts and 19 introverts rating the highest

scores denoting tendencies nearest the the extremes of introversion and ex

troversion were compared. Their activities were listed and ranked. The range

of scores for the extrovert was from 17 to 29 while the introvert scores

ranged frmi +11 to 29. The first two activities of the group were the same

for the two groups. Picnicking was ranked as first with 17 extroverts and

14 introverts participating. Social dancing, in which 18 extroverts and 14

introverts participated, was second. In third place for both extroverts and

introverts was church clubs with 15 extroverts and 12 introverts participating.

As a final step the correlation between the activity scares and the

Introversion—Extrover8ion scores was secured. rbl$ : .04, evincing a small

but significant relationship between th traits of introversion—extroversion

and the amount of social participation.

To the various questins listed under the statement of the problem the

following answers may now be given based upon the aoove data:

1. Do individuals fall into the distinct classes of introverts and extro

verts? In this group of 190 Twelfth Grade High School students there was no

indication of separate and distinct classes of introverts and extroverts.

Instead, each individual showed a tendenoy in the direction of introversion

or extrov rsion, having traits relating to both categories.

2. To what extent is the personality type of a student related to the

extent of participation in extra—class activities? The personality type of

the subject bears little weight in relationship to the extent of participation

in extra—class activities. Introverts participated to almost as great an

extent as extroverts in some activities, but their preferences showed a

•~ ‘~‘:. 22

difference in kind of activity selected. Those activities such as picnick

ing and social dancing were first and second preferences for both groups.

However, such activities as roller skating, story telling, and choral groups

were, comparatively speaking, selected by a much larger per cent of the in—

troverts than the extroverts. A difference in the type of olub preferred by

each group was noted. Seventy per cent of the extroverts participated in

social recreation (clubs) while only 27% of the introverta took part in this

activity. Class clubs were selected by extroverts as a third preference while

only 5~ of the introverts participated in this activity. Based upon these

figures it w a found in this study that the kind of activity rather than the

extent of participation was more closely related to personality type.

3 In answer to the third question “which types of extra—class activities

have the most participants——those which involve action, non—action, other

people, or an exchange of ideas?” it was found that the activities exhibiting

the greatest number of participants in both the introversion and extroversion

groups were those involving action and other people. The activities falling

within thi8 group were: picnicking, social dancing, and various clubs while

roller skating, bicycling, gardening, flying a kite and model aircraft had a

much smaller percentage of participants. By a comparison of these groups of

activities it was found that activities involving aotion and other people

were preferr d to those in which non—action or an exchange of ideas were domi—

nant factors.

4. hat activiti a rank as the first three preferences of secondary school

students? was answered by data collected from the questionnaire. As seen

by Table VII social dancing ranked as the first preference of these subjects

with 158 and 157 of the total 190 persons participating according to the

initial and follow—up administration of the activity check list. Bloyclin ,

with 141 and 132 participants chocking this activity, ranked in second place

on the first and second tests. The third activity preferred by these stu4axits-

23

was choral groups with a frequency distribution of 95 and 97 as a result of the

tests. Other activities had large distributions as may be seen front Table

VII but these three activities, social danoing, bicycling and choral groups

were stated more frequently than any others in answer to the first item of the

questionnaire.

5. In answer to ~‘What extra—class aotivitie8 have the greatest number of

participants because of keen personal interest?” it was found that social

dancing, bIcycling, and motion pictures were the activities falling within

the first, second and third places respeotively.

6. Duo to the unsatisfactory number of persons answering the third item

of the questionnaire “What activities are participated in because of some re

quirement of parents, teachers, or some other personl” the rosulte received

from the 82 individuals answering will be considered as fairly significant.

Choral groups, church duos, and class clubs were listed as the three activi

ties in which the greatest number of these students participated because of

some requirement.

7. Ia this Introversion—Extroversion scale reliable for measuring the

personality traits of introversion and extroversion? By using Pearsonts

Coefficient of correlation the test was found to be a reliable one, r .76

with a probable error of .0207 based upon the first and second administrations

of the test.

8 Does the activity check list as a measure for the degree and amount of

activity participation show reliability? The correlation between the initial

and final administrations of the activity check list resulted in a significant

result. The list is reliable as a test with r 57 and a probable error

of .032.

9 Are the personality traits of introversion and extroversion indices

for determining the type and amount of social participation of high school

24

students? It was found by usin6 the bi—seria]. method of correlation in com

paring the relationship of the dichotomous variable, introversion and extro

version, with activity participation that there was a small but significant

positive correlation between the two, rhis : .04, with a procable error of

.064. Therefore, supported by all the data collected in this study, the

investigator believes the personality traits of introversion and extroversion

to be insignificant indices for determinin the type and amount of social

partioipat~on of high achool students

aker, H. Jr.,

Cubberley, E.

Heaton, K. L.

Henry, G. W.

Jung, C. G.

Jung, C. G.

Jung, C. G.

Morgan, J. J.

Munn, Norman.

Plant, J. S.

Robuok, A. A.

Rosanoff, A.

Rush, F. L.

Rugg, N. U.

Shaf for, L.

Van der oop,

White, W. A.

B IBLIOGRAPRY

Books

and Traphagan, V. The Diagnosis and Treatment of BehaviorProblem Children. New York: The Macmillan Co., 1936.

P. Public Education in the United States. Boston: HoughtonMiffun Co., 1919.

Character Building Through Recreation. Chicago: The University of Chicago Press, 1929.

Essentials of Psychopathology. Baltimore: William ood andCo., 1935.

Psychological Types. New York: Harcourt, Brace and Co., Inc.,1926.

Psychology of the Unconscious. London: Kogan Paul, Trench,Trubner and Co., Ltd., 1922.

Collected Papers on ~Analytical Psychology. 2nd ed. London:Bulliere, Tindall and Cox, 1922.

B. The Psychology of Abnormal People. 2nd ed. New York:Longmana, Green and Co., 1938.

Psychological Development. Boston: Houghton Mifflin Co.,1938.

Personality end the Cultural Pattern. London: Oxford iJniversity Press, 1937.

The Psychology of Character. New York: Harcourt, Braceand Cc., 1927.

J. Manual of Psychiatry. 6th ed. New York: John Wiley andSons, Inc., l9~7.

Psychology and Life. Chicago: Scott, Foreaman, ~id 00., 1937.

Summary of Investigations Relating to Extra—Curricular Activities. Greeley, Colorado: Colorado State Teacher’s College,1930.

F. The Psychology of Adjustment. Boston: Houghton MifflinCc., 1936.

J. • Character and the Unconscious. New York: Harcourt,Brace and Co., Inc., 1923.

Mechanisms of Character Formation. New York: The MacmillanCo., 1926. Encyclopedia of Educational Research, edited byN. S. Monroe, New York: The ‘Macmillan Co., 1941.

25

26

Articles

Anon. “Preferences of Secondary School Pupils,” Recreation, Vol. XXXIV(October, 1940), p. 453.

oynton, P. L. “The Relationship of Hobbies to Personality Characteristicsof School Children,” Journal of Experimental Edization, Vol.VIII (June, 1940), pp. 363—367. .

Conklin, E. S. “The Determination of Normal Extrovert—Introvert InterestDifferences,”. The Pedagogical Semi4ary and.Journal of GeneticPsychology, Vol. XXXIV. (——————, l927),~ pp. 28—37..

George, W. R. “The Significance and the Fluctuations Experienced in Gb—seizving Mibiguous Figures and in Binocular Rivalry,” Journalof General sychology, Vol.. XV (July, 1936), pp. 39—61.

Heidbreder, Edna. “Measuring Introversion and Extroversion,” Journal ofAbnormal and Social Psychology, Vol. XXI (July, 1926), pp. 120—134.

Hovey, H. B. “Measures of Extroversion—IntroverBiofl Tendencies and TheirRelation to Performance Under Distraction,” The Pedagogical~Seminary and Journal of Genetic Psychology, Vol. XXXVI (August,1925), pp. 319—329.

kmsn, H. C., Anderson, P. H. “Social articipation versus Solitariness inPlay,” The Pedagogical Seminary and Journal of Genetic Psychology, Vol. XXXIV ( , 1927), pp. 279—289.

Link, H. C. “Amusements and Personality,” Reader’s Digest, Vol. XXXII(J~Iarch, 1938), pp. 37—39.

lant, J. S. “Recreation and the Social Integration of the Individual,”Recreation, ‘Iol. XXXI (September, 1937), pp. 339—342.

Sisson, D. S., Sisson, B. “Introversion and the Aesthetic Attitude,”Journal of General Psychology, Vol. XXII (January, 1940),pp. 203-208.

Wang, C. K. A. “The Significance of i~arly Personal History for CertainPersonality Traits,” American Journal of Psychology, Vol.XXXXIV (Ootober, l932J~pp. 768—774~.

Whitman, R. H. “Sex and Age Differences in Introversion—Extroversion,”Journal of Abnormal and Social Psychology, Vol. XXIV(July, 1929), pp. 207—211

Unpublished Material

Burgess, S. K. “The Relation of Personality Traits to Participation in1~.xtra—Curricular Activities,” Unpublished Master’s thesis,Department of Education, Colorado State Teacher’s Colle e,1934.

27

Cashburn, C. H. “A Study of the Effect of Extra—Curricular ParticipationUpon Students of the Winfield, Kansas, High School,” Unpub—lished Master’s thesis, Department of Education, Universityof Kansas, 1935.

Harris, . A. “Study of Extra—curricular Activities in Ten High Schools inJefferson County, Alabama,” Unpublished Master’s thesis,Department of Education, Atlanta University, 1939.

Hood, L. C. “The Pattern of a Good Time for the Ounbar Township High SchoolPupils,” Unpublished Master’s thesis, Department of PoliticalScience, Columbia University, 1935.

eedon, Vivian. “A Technique for Determining Interest in Leisure—timeActivities,” Unpublished aster’s thesis, Department of Education, Ohio State University, 1933

>4

TABLE I

DISTRIBUTION OF TRAITS OF THE INTROVERSIJN AND EXTROVERSIO

BASED UPON THE OBTAINED SCORES AS ILLUSTRATED BY THE INITIAL

AND SBCOND ADMINISTRATION or THE INTROVERSION-EXTROVERSION TESTS

Scores of Distribution DistributionIntroversion— According According~xtroversion to 1st Test to 2nd Test

+26 — +30 2 1

4 30

~+16—-t-2O 3 3

~ +11— -+15 11 12

~ :: :‘:0— 4 31 25

~ —5— 9 34 380

~ —10— 14 35 27uJ

19 19 19

~~:z: ::(%_30_ 34 2

Total 190 190

TABLE II

THE NUMBER OF ACTIVITIES IN ~HICH EXTROVERTS AND INTROVERTS

PARTICIPATE BASED UP~N THE AVERAGES OBTAINED FROM THE TWO

SEPARATE ADMINISTRATIONS OF THE ACTIVITY CHECK LIST

Activity Scores Extrovert Introvertf £

30—34 1 2

25—29 7 3

20—24 27 10

15—19 43 21

10—14 34 17

5— 9 12 10

0— 4 3 0

Total 127 63

TABLE III

DISTRIBUTION OF ACTIVITIES IN TERMS OF PREFERENCES,

KEEN PERSONAL INTEREST, AND REQUIREMENTS, AS RESULTS OF THE

QUESTIONNAIRE IN THE INITIAL AND SECOND ADMINISTRATION

OF THE ACTIVITY LIST AND QUESTIONNAIRE

Choice for first three Keen Personal Interest ReejuiredPreferences

let 2nd 1st 2nd let ndActivity test test Activity test test ~Activity test ;est

F F F F F F

Social Dancing 98 86 Social ChoralDancing 44 45 Groups 25 23

Bicycling 29 33 Bicycling 14 18 ChurchClubs 21 26

Choral Groups 21 27 Motion ClassPictures 15 13 Clubs 9 9

Mc~tion Pictures 28 20 Church Clu s 12 12 IHiking 25 15

TABLE IV

ACTIVITIES IN THE UPPER TEN GROUP AS SELECTED BY EXTROVERTS WITH

THE DISTRIBUTION OF INTROVERTS AND EXTROVERTS TAKING PART,

SHOWING THEIR PERCENTILE RANKING

Per CentRank Aotivit~r Extroverts Introvert~ Extro. Intr~

1 Picnicking 36 13 84 72

2 Social dancing 35 13 81 72

3 Class clubs 32 9 74 50

4 Hiking 3]. 10 72 56

5 Motion pictures 3]. 11 72 61

6 Bicycling 30 18 70 44

7 Social recreation (clubs) 30 5 70 27

8 Softball 29 8 67 44

9 Church clubs 28 12 65 66

10 TenMs 27 6 63 33

TABLE V

ACTIVITIES IN THE UPPER TEN GROUP AS SELECTED BY INTROVERTS WITH

THE DISTRIBUTION OF INTROVERTS AND EXTROVERTS TAKING PART,

SHOWING THEIR PERCENTILE RANKING

• Per CentRank Activity Introverts Extroverts Intro. Extro

1 Pionickiug 13 36 72 84

2 Social dancing 13 35 72 81

3 Church clubs 12 28 66 65

4 Roller skating 12 26 66 60

5 Motion pictures 11 31 61 72

6 Hiking 10 31 56 72

7 Story tolling 9 16 50 37

8 Choral Groups 9 26 50 60

9 Class clubs 9 32 50 74

10 Baseball 8 24 44 56

TABLB VI

DISTRIBUTION IN THE TRAIT OF INTROVERSION—EXTROVERSION

Reidbreder Booker T. WashingtonScores Results High School Class

Class A~’ 1st test 2nd test

46 — 50

41 — 45

36 — 40

16—20 3 3 3

11—15 3 11 12

6—10 6 21 17

1— 5 10 19 26

0——4 22 31 25

26 34 38

—10 — —14 39 35 27

—15 — —19 29 19 19z0

—20——24 30 8 10

~ —25——29 14 3 7

—30— —34 13 2LL~ ~...35_~39 2

—40--44 1

-45 — -49

*F. L. Ruch, N. Warren, Working with Psychology (Chicago, 1938),p. 29.

TABLE VII

THE ACTIVITIES, THE NU~E~ OF PERSONS PARTICIPATING IN k~ACH ACCORDING TO

TWO ADMINISTRATIONS OF THE ACTIVITY TEbT, AND THE NUMB~R OF

INTROVERTS AND EXTROVERTS IN THE tJP1~ER T~ L~I~ CENT WHO ARE

PARTICIPATORS IN THESE ACTIVITIE8

First SecondAoti’vities test test Intro~v-erts Extroverta

~ f £ f

Athletics

1. Archery 5 6 2. 1

2. Baseball 112 108 8 24

3. Basketball 94 86 5 21

4. Bow1in~ 12 5 1 0

6. Football 71 65 3 14

6. Handball 32 29 2 U

7. Horseshoes 67 60 3 13

8. Paddle tennis 71 68 4 17

9. Softball 113 113 8 29

10. Tennis 114 107 6 27

-. , ~. 13 ~ ~ ~

I :

1 Trao)~L~4 field 44 33 2 B

12. Volley ball

13.

73 70

10 12

12

0 3

14.

15.

2

0 0

0 0

0 0

Dane in~

16. Folk dancing

17. Social dancing

18. Tap dancing 34 28 3 5

19.

20.

21.

3

0

0

2 1

o 0

o 0

1

0

0

7. Horseshoes

8. Paddle tennis

9. Softball

10. Tennis

67 60 3~

71 58 4

113 113 8

114 107 6

29

27

27 22 2 7

158 187 13 35

Drama

34 34 5 6

41 41 5

22, Drama clubs

23. Festivals 12

. 24. Little Theatre groups 42 31 2 11

~ 25. Pageants 32 52 5 71 28. Plays 97 98 3 24

~“ 27. Puppets and Marionettes 10 4 3 2

~ , ~ Story ltefling = 86 73 9 16

4•~ ..~ ~

27. Pup~ets a~nd Marionettes 10 4 - 2

2~. Story telling 86 73 9

29. 3 2 1 0

30. 0 0 0 0

31. 0 0 0 0

Music

32. Choral groups 9697 26

33. Co~àmunity singing 44 34 6 6

34. Syrnphony orchestra 26 12 2 4

35. Other instrumental groups 37 23 4 1

36. 11 15 0 4

37. 1 1 1 1

38. 1 0 0 0

Outing Aotivitie~

39. Camping 72 66 5 12

40, Gardening 62 65 7 11

41. Hiking 145 136 10 31

42. Picnicking 150 141 13 36

43. Flying a kite 18 10 1 6

44. Marbles 22 6 2 4

45. 3 0 0 1

46. 0 0 0 0

47. 0 0 0 0

Water Sports

39. Camping 72 66 6 12

40. Gardening 62 63 7 13.

41. Hiking 145 136 10 31

42. Picnicking 150 141 13 36

43. Flying a kite 18 10 1 6

44. Marbles 22 6 2 4

45. 3 0 0 1

46. 0 0 0 0

47. 0 0 0 0

Water Sport8

48. Boating

49. Swimming

50

51.

52.

46 27

93 88

1

1 0

0 1

4

4

0

0

12

2

9

0

3

0

11

Misoellaneous Aotivjtje~

53.. Bicycling 14]. 132

54. Church oluba 120 118

55. Civic clubs 25 19

58. Class clubs 132 125

57. Forums 27 17

58. Hobby oluba 26 17

59. Model airoraft 15 13

60. Motion pic~ures 137 131

1. Sonlal r~’- ~f1rsr~ (~,1,ik~’l

6

19

1

0

0

30

28

7

32

7

3

2

31

54. Church olubs 120 118 12 28

56. Civic clubs 25 19 2 7

56. Class clubs 132 125 9 $2

57. Forums 27 17 0 7

68. Hobby clubs 26 17 3 3

59. Model airoraft 15 13 0 2

60 Motion pio~ures 137 131 11 31

61. Social recreation (clubs) 95 96. 5 30

62. Roller skating 124 107 12 26

63. Y.M.C.A. 45 28 2 8

64. ‘i.W.C.A. 25 22 4 4

65. Boy Socuta 31 19 0 7

66. Girl Scouts 16 8 4 1

67. Horseback riding 36 25 4 7

68. 14 18 2 5

69. 3 3 0 0

70. _____ 1 0 0

Totals 3,232 2,897

*The three blank spaces following each group of activities were inser~ed inorder to give the subject op ortunity to add any activity in which he partioipated that had not been included in the given list

•1

.1 :1

LI

1~I

£1~;

iIt .

016

8L

9S

.:1

£~

T

I I I I I I I I I I

1i%~~i&L:~~O

-Go~aHINOdY)~~cr-

-4-4

-4

If~

,f.

Distribution in the Trait of Introversion-Extroversion

Name Date______________________________

Rate yourself by putting a circle around the “71~’ before each trait that characterizes you. Encircle the “—i’ before each trait whose opposite is characteristicof you. Encircle the “7” if you are in doubt concerning the presence or absence ofany trait.

Introvert—Extrovert Questionnaire/ 7 — 1. I limit my acquaintances to a se],ect few.71 7 — 2. I feel hurt readily.71 7 — 3. I sin suspicious of the motives of others71 2 — 4. I worry over possible misfortunes.71 7 — 5. I indulge in self-pity when things go wrong.

7 — 6. I get confused easily, that is, I lose my head in moments of stress.71 7 — 7. I keep in the background on social occasions.71 2 — 8. I em critical of others,71 7 — 9. I prefer to work alone rather than with people.71 7 — 10. I have ups and downs in mood without apparent cause.71 2 — 11. I am meticulous, that is, extremely careful about my dress and property.71 — 12. I blush frequently.71 7 — 13. I pay serious attention to rumors.71 2 — 14. I express myself better in writing than in speech.71 7 — 15. I resist discipline and orders.71 7 — 16. I limit my acquaintances to members of my own sex.71 7 — 17. I avoid all occasions for talking before crowds.71 7 — 18. I am a radical, that is, I want to change the world instead of adjusting

myself to it.71 7 — 19. I am outspoken, that is, I say what I consider the truth regardless of

how others may take it.71 7 — 20. I often introspect, that is, turn my attention toward myself./ 7 — 21. I prefer participation in competitive intellectual amusements to

athletic games.2 — 22. I am strongly motivated by praise.

~ 2 — 23. I day—dream frequently.71 — 24. I arc selfish.71 2 — 25. I dislike and avoid any process of selling or persuading people to adopt

any certain point of view (except in the religious field).~ 7 — 26. I amsentirnental.71 7 — 27. I prefer to read about a thing rather than experience it.71 9 — 28. I am extremely careful in selecting my friends./ 7 — 29. I shrink from any action when facing a crisis..1 — 30. I prefer to solve my own problems rather than ask for help.

? — 3].. I sometimes talk to myself.— 32. I enjoy writing about myself.

71 9 — 33. I keep a diary.71 2 - 34. I shrink from actions which demand initiative./ 9 — 35. I talk about m~rself only to close personal friends and relatives.71 7 — 36. I find it difficult to start a conversation with a stranger.71 7 — 37. I semetiines have new ideas some of which may be eccentric./ 9 — 38. I work by fits and starts.71 7 — 39. I am a poor loser in competitive games.71 2 — 40. I feel that my abilities are limited but try to conceal the fact.I ? — 41. I am frequently absent—rn~n’ed.

7 — 42. I hesitate in making d.~cisions on everyday questions.~ 9 — 43. I find it difficult to attract friends of the same sex.71 2 — 44. I find it difficult to attract friends of the opposite sex.71 9 — 45. I rewrite my social letters before mailing them.71 7 — 46. I am governed b~r reason more than by impulse or emotion.71 2 — 47. I admire beauty of expression in literature.71 9 — 48. I sometimes make mistakes in judging the character and ability of other;s71 9 — 49. I air’ thrifty and careful about making loans.71 50. I likq wo’~Ic which requires painstaking and delicate miput.-~~.

Score

ACTIVITY LIST

Answer the following questions:

1. Of all these activities I like best. The activity Iike next best is . My third preference is____________________

2. Of all the activities, in which do you participate because of your keenoersonal interest? List.

3. Of all the activities, in which do you participate because you are requiredto by parents, teachers or some other person? List.

4. Of all the activities, there ~s one in which I like to participate.frue. False.

Check the following activities in which you participate:

ATiU,~ICS MUSIC1. Archery 32. Choral groups2. Baseball 33. Community singing3. Basketball 34. Symphony orchestras4. Bowling 35. Other instrumental groups5. Football 36,6. Handball 37•7, Horseshoes 38.8. Paddle tennis (ping-pong)9. Softball OUTING ACTIVITIES

10. Tennis 39. Camping11. Track and field 40. Gardening12. Volley ball 41. Hiking13. 42. Picnicking14. 43. Flying a kite15. 44. Marbles

45.

DANCING 46.16. Folk dancing 47.17. Social dancing18. Tap dancing WATER SPORTS19. 48. Bocting20. 49. Swimming21. 50.

51.

RAMA 52.22. Drama clubs23. Festivals MISCELLANEOUS ACTIVITIES24. Little tneatre groups 53, Bicycling25. Pageants 54. Church clubs26. Plays 55. Civic clubs27. Puppets and marionettes 56. Class clubs28. Story telling 57. Forums (discussion groups or debates)29. 58. Hobby clubs 65. Boy Scouts30. 59. Model aircraft 66. Girl Scouts31. 60. Motion pictures 67. Horse back ridi~~

61. Social recreation 68.(clubs) 69.

62. Roller skatixg 70.63. YMCA64. YWCA