Model
Digital Document
Publisher
Florida Atlantic University
Description
The purpose of this study was to investigate the extent
to which centrally-held value systems affect scholastic behavior.
The variables examined were thirteen discrete value systems generated
by Morris' Ways to Live (1956), student SCAT scores,
student cumulative GPA and range of grades. Particular attention
was paid to students holding Appollonian and Promethean values,
since it was postulated that students holding Appollonian values
would have a significantly higher correlation coefficient between
their SCAT scores and GPA than the student holding Promethean
values. Additionally, it was predicted that the mean GPA of the
Appollonian students would be significantly greater than that of
the Promethean; that the standard deviation of the Appollonian
GPA would be significantly less than that of the Promethean, and
that the Appollonian range of grades would be significantly less
than that of the Promethean students. One hundred and forty-eight students enrolled at the
University of Florida were scored on three separate measuring
instruments of Morris' Ways to Live and those holding Appollonian
or Promethean values were identified by four separate operations.
Correlation coefficients between SCAT scores and GPA were obtained
for both Appollonian and Promethean students identified under each of the four separate operations. The correlation coefficients
of the Appollonian students were compared with those of the
Promethean students after being properly transformed for such
comparison. In addition, the mean GPA and range of grades of
the Appollonian and Promethean students were compared to determine
if there were significant differences between both variables
for the differing groups of students. Moreover, frequency
distribution analysis of all of the thirteen discrete Ways to
Live, together with correlation coefficients analysis between them
and SCAT, GPA and grade ranges were computed. The main hypothesis and all predictions failed to reach
statistical significance at the .01 level , and at the .05 level
only on two of the four measures of Appollonianism - Prometheanism
were there significant findings , and that solely with regard to
differences in mean GPA. Nothing further appeared significant.
Moreover, there appeared to be no substantial correlations of
SCAT, GPA or grade range with any of the thirteen Ways to Live.
Although no strong conclusions can be drawn from the data,
they do lead to the speculation that the student sample used in
this study was eclectic in the values they held, favoring several
other values more than those of Appollonianism and Prometheanism,
thus contributing to the non-support of the data to the main
hypothesis.
to which centrally-held value systems affect scholastic behavior.
The variables examined were thirteen discrete value systems generated
by Morris' Ways to Live (1956), student SCAT scores,
student cumulative GPA and range of grades. Particular attention
was paid to students holding Appollonian and Promethean values,
since it was postulated that students holding Appollonian values
would have a significantly higher correlation coefficient between
their SCAT scores and GPA than the student holding Promethean
values. Additionally, it was predicted that the mean GPA of the
Appollonian students would be significantly greater than that of
the Promethean; that the standard deviation of the Appollonian
GPA would be significantly less than that of the Promethean, and
that the Appollonian range of grades would be significantly less
than that of the Promethean students. One hundred and forty-eight students enrolled at the
University of Florida were scored on three separate measuring
instruments of Morris' Ways to Live and those holding Appollonian
or Promethean values were identified by four separate operations.
Correlation coefficients between SCAT scores and GPA were obtained
for both Appollonian and Promethean students identified under each of the four separate operations. The correlation coefficients
of the Appollonian students were compared with those of the
Promethean students after being properly transformed for such
comparison. In addition, the mean GPA and range of grades of
the Appollonian and Promethean students were compared to determine
if there were significant differences between both variables
for the differing groups of students. Moreover, frequency
distribution analysis of all of the thirteen discrete Ways to
Live, together with correlation coefficients analysis between them
and SCAT, GPA and grade ranges were computed. The main hypothesis and all predictions failed to reach
statistical significance at the .01 level , and at the .05 level
only on two of the four measures of Appollonianism - Prometheanism
were there significant findings , and that solely with regard to
differences in mean GPA. Nothing further appeared significant.
Moreover, there appeared to be no substantial correlations of
SCAT, GPA or grade range with any of the thirteen Ways to Live.
Although no strong conclusions can be drawn from the data,
they do lead to the speculation that the student sample used in
this study was eclectic in the values they held, favoring several
other values more than those of Appollonianism and Prometheanism,
thus contributing to the non-support of the data to the main
hypothesis.
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