Professional Documents
Culture Documents
PROFESSIONALS
by
LOUISA W.
ZERBE
in
THE FACULTY OF GRADUATE STUDIES
(Education, P h y s i c a l E d u c a t i o n , U.B.C.)
We accept t h i s
t h e s i s as conforming
to the r e q u i r e d
standard
( c ) L o u i s a W. Zerbe, 1982
In p r e s e n t i n g
this
thesis i n partial
f u l f i l m e n t of the
r e q u i r e m e n t s f o r an a d v a n c e d d e g r e e a t t h e
of B r i t i s h Columbia, I agree that
it
freely
the L i b r a r y s h a l l
a v a i l a b l e f o r r e f e r e n c e and s t u d y .
University
s c h o l a r l y p u r p o s e s may
for
financial
of
The U n i v e r s i t y o f B r i t i s h
1956 Main M a l l
V a n c o u v e r , Canada
V6T 1Y3
DE-6
(3/81)
Columbia
my
It is
thesis
s h a l l n o t be a l l o w e d w i t h o u t my
permission.
Department
thesis
be g r a n t e d by t h e h e a d o f
copying or p u b l i c a t i o n of t h i s
gain
further
copying of t h i s
d e p a r t m e n t o r by h i s o r h e r r e p r e s e n t a t i v e s .
understood that
make
written
ACKNOWLEDGEMENTS
completed.
The thanks o f the experimenter a l s o goes t o my c l o s e
(investment i n an e l e c t r i c t y p e w r i t e r f o r i n c e n t i v e
to f i n i s h ) and g e n t l e prodding.
ABSTRACT
The
differences
law,
and
hypotheses t h a t t h e r e would be no s i g n i f i c a n t
between s u c c e s s f u l male and
medicine and
a t h l e t i c s on
female i n d i v i d u a l s i n
f i v e s o c i o - c u l t u r a l f a c t o r s were t e s t e d by
a socio-cultural
traits
administering
questionnaire.
twenty-eight
and
twelve female p r o f e s s i o n a l s
(professionals
doctors),
a one-way
a n a l y s i s of v a r i a n c e .
significant differences
Results
analyzed u s i n g
i n d i c a t e d t h a t t h e r e were no
among the
p e r s o n a l i t y t r a i t s examined:
conscientiousness,
was
emotional s t a b i l i t y ,
six
assertiveness,
tough-mindedness, s e l f - a s s u r e d n e s s
and
self-
sufficiency.
A C h i Square s t a t i s t i c was
from the
s o c i o - c u l t u r a l questionnaire.
t h a t t h e r e were no
The
s i g n i f i c a n t d i f f e r e n c e s among the
on b i r t h o r d e r , f a m i l y
s i z e and
culture.
experience
(p^.008).
indicated
four
groups
Significant differ-
results
data
These d i f f e r e n c e s , however,
were a n t i c i p a t e d as the c r i t e r i a f o r s e l e c t i o n o f s u b j e c t s
based on t h e i r achievement i n a t h l e t i c s and
education.
was
VITA
May 1977
Bachelor of P h y s i c a l
Education,
U n i v e r s i t y o f B r i t i s h Columbia
1979-82
Instructor
University of Lethbridge
iv
TABLE OF CONTENTS
PAGE
ACKNOWLEDGEMENTS. . . . .
ABSTRACT
i i i
VITA
iv
LIST OF TABLES
vi
LIST OF FIGURES
v i i
CHAPTER
I.
II.
III.
IV.
V.
VI.
INTRODUCTION. . . . .
10
29
.49
SUMMARY
59
APPENDIX
A
64
72
C.
. . .
BIBLIOGRAPHY.
. .88
98
LIST OF
TABLES
TABLE
I
II
PAGE
Tested S i x P e r s o n a l i t y T r a i t s
Form C
33
36
III
of Groups on
42
IV
of Groups on
43
o f Groups on
44
VI
of Groups on
45
VII
of Groups on
46
VIII
IX
A
B
C
D
E
F
G
H
I
S u b j e c t s i n Each of Groups a t V a r i o u s L e v e l s of
A t h l e t i c Experience
47
48
89
90
91
92
93
94
95
96
97
vi
LIST OF FIGURES
FIGURE
PAGE
P e r s o n a l i t y P r o f i l e f o r Female A t h l e t e s
Group
P e r s o n a l i t y P r o f i l e f o r Male A t h l e t e s
Group
P e r s o n a l i t y P r o f i l e f o r Male P r o f e s s i o n a l s
as a Group
40
P e r s o n a l i t y P r o f i l e f o r Female P r o f e s s i o n a l s
as a Group
41
vii
as a
as a
38
39
CHAPTER I
INTRODUCTION
Presently,
within
t h e r e i s no c o n s i s t e n t
personality.
personality
the f i e l d o f p e r s o n a l i t y
psychology,
agreement as t o the d e f i n i t i o n o f
D e f i n i t i o n s u s u a l l y emphasize t h a t an i n d i v i d u a l ' s
i s what makes one unique.
The m a j o r i t y o f
as a h y p o t h e t i c a l
internal
process o r s t r u c t u r e .
A c c o r d i n g t o Lazarus
(1971:1) "the p s y c h o l o g i s t
of p e r s o n a l i t y as a study o f p s y c h o l o g i c a l
processes
thinks
that
t o h i s environment."
(Bavelas, 1978).
and the
The s o c i a l
theorists
p e r s o n a l i t y must i n c l u d e the s o c i a l i n f l u e n c e s
and p r o c e s s e s
t h a t surround the i n d i v i d u a l .
Individual theories,
theories,
a r i v a l paradigm o f the s o c i a l
i n f l u e n c e d mainly by the t r a i t s ,
t i o n s t h a t are w i t h i n
c h a r a c t e r i s t i c s or d i s p o s i -
an i n d i v i d u a l .
One
(Mischel,
1976).
The
t r a i t approach-
conceptualizes
t r a i t s as
relatively-
s t a b l e q u a l i t i e s , p r o p e r t i e s , c h a r a c t e r i s t i c s or f a c t o r s
e x i s t w i t h i n an i n d i v i d u a l .
as
Lazarus
(1971:28) d e f i n e s
that
traits
to r e a c t or a c t i n c e r t a i n ways.
Psychological
dispositions
way."
Not
o n l y has
w i t h i n p e r s o n a l i t y psychology, but
a l s o w i t h i n the f i e l d s
s p o r t psychology as r e l a t e d to p e r s o n a l i t y and
of
athletic
performance.
Henry (1941) , one
area of p e r s o n a l i t y and
of the e a r l i e s t workers w i t h i n
the
a t h l e t i c s , r e l i e d on the t r a i t
approach.
Johnson
1954)
(Cooper,
1969).
W i t h i n the s p o r t l i t e r a t u r e , r e s e a r c h e r s
to d e s c r i b e
an a t h l e t i c p e r s o n a l i t y i n terms of
personality t r a i t s .
COoper (1969) and
described
have attempted
various
Ogilvie
as p o s s e s s i n g
(1970) the
high
"successful" athlete
l e v e l s of aggression,
toughness, emotional s t a b i l i t y ,
by
assertiveness
and
was
mental
self-
sufficiency.
The
possess may. a l s o be p r e d i c t i v e of
life.
Bachtold
and Werner
athletes
"success" i n o t h e r walks of
relied
of
awareness
While the t r a i t
(Hogen e t a l 1977).
fully
1980)
In
1935
a f u n c t i o n o f both the
Moreover, C a t t e l l
leading t r a i t theorists
(1957) who
(Mischel 1976)
i s one o f the
has suggested t h a t
(Bavelas 1978).
a r t i c l e i n which they
environment.
the
o f s t u d i e s i n which both
and s i t u a t i o n a l v a r i a b l e s are i n c o r p o r a t e d
into
increasing.
t o determine i f
The t r a i t s i n v e s t i g a t e d were:
ness, s e l f - s u f f i c i e n c y ,
conscientiousness
and
emotional s t a b i l i t y , mental
traits
assertivetoughness,
self-assurance.
athletes
background
characteristics
cultural,
educational
such as:
b i r t h order,
family size,
and a t h l e t i c e x p e r i e n c e .
and
and
assertiveness,
self-sufficiency,
tough mindedness,
self-assurance
conscien-
and emotional
stability.
2.
and
and
s u c c e s s f u l male and
areas of concern:
and
athletic
female p r o f e s s i o n a l s i n the f o l l o w i n g
b i r t h order,
five
education
experience.
Delimitations
The
sample was
Canadian and
by the
d e l i m i t e d by the a t h l e t e s
being
selected
Limitations
I t was
a l s o necessary to c o n s i d e r
t i o n s are i n e v i t a b l e when q u e s t i o n n a i r e s
(1958) has
found t h a t s u b j e c t s may
are used.
respond to a
i n a manner t h a t i s s o c i a l l y accepted.
Tatsuoka
that c e r t a i n l i m i t a -
education
and
questionnaire
C a t t e l l , Eber
l e v e l of c o - o p e r a t i o n ,
Whitla
and
be a f f e c t e d by
honesty o f the
subjects.
range of the s u b j e c t s .
a f f e c t e d the r e s u l t s .
by Stagner 1977,
T h i s age
range may
t h a t t r a i t s show high c o n s i s t e n c y
thirty
the
was
have
suggested
over
periods
years.
S i g n i f i c a n c e of the Study
help to e s t a b l i s h a
new
trend
i n the
study of p e r s o n a l i t y and
a t h l e t i c performance.
s o c i e t y which
places
reinforcement of
tough minded, c o n s c i e n t i o u s ,
emotionally
It
as:
as
assertive,
self-assured, s e l f - s u f f i c i e n t
and
stable.
I t would t h e r e f o r e
seem a p p r o p r i a t e
to compare
as w e l l as a t h l e t e s of one
s p o r t w i t h a t h l e t e s of another
sport.
As p r e v i o u s l y mentioned,
Sarason, Smith and Diener
( H j e l l e and
(1975)) r e s e a r c h
p e r s o n a l i t y psychology has
w i t h i n the f i e l d
i n d i v i d u a l and
approach to p e r s o n a l i t y must t h e r e f o r e
and
Z i e g l e r (1976)
and
of
importance of
the environment.
consider
An
both i n d i v i d u a l
environmental v a r i a b l e s .
The
p r e s e n t study has
taken t h i s approach by
t e r i n g C a t t e l l ' s 16 P e r s o n a l i t y F a c t o r Q u e s t i o n n a i r e
Appendix B)
and
a Socio-Cultural Questionnaire
designed by the r e s e a r c h e r
b i r t h order,
adminis(See
(See Appendix
B)
f a m i l y s i z e , c u l t u r e , e d u c a t i o n and
athletic
experience.
D e f i n i t i o n o f Terms
P e r s o n a l i t y - " i s a s t a b l e s e t of c h a r a c t e r i s t i c s and
t h a t determine those commonalities and
tendencies
d i f f e r e n c e s i n the
p s y c h o l o g i c a l behavior
(thought, f e e l i n g and a c t i o n s ) o f
(Maddi, 1968:10)
(16PF) - i s
designed t o measure s i x t e e n
(See Appendix B
f o r Form C)
An A t h l e t e - i s any i n d i v i d u a l a c t i v e l y p a r t i c i p a t i n g i n
competitive
s p o r t s , where s p o r t i s considered an
i n s t i t u t i o n a l i z e d game.
S u c c e s s f u l A t h l e t e - a Canadian a t h l e t e c u r r e n t l y competing
at the i n t e r n a t i o n a l l e v e l o f c o m p e t i t i o n .
P r o f e s s i o n a l - a doctor
o r lawyer c u r r e n t l y p r a c t i s i n g w i t h i n
S u c c e s s f u l P r o f e s s i o n a l - a p r o f e s s i o n a l who i s s e l e c t e d by
three o f f o u r p a n e l "judges".
Judges f o r t h e lawyers w i l l be
Assertiveness
others.
- defined
doctors.
as a d e s i r e t o i n f l u e n c e o r c o n t r o l
16 P e r s o n a l i t y F a c t o r Q u e s t i o n n a i r e .
T h i s dimension o f
a g g r e s s i v e and
competitive.
1970)
Tough-mindedness - t h i s t r a i t r e p r e s e n t s a tough, p r a c t i c a l
mature and r e a l i s t i c behavior.
I t i s measured by F a c t o r I
on C a t t e l l ' s 16 P e r s o n a l i t y F a c t o r Q u e s t i o n n a i r e .
This
self-reliant.
( C a t t e l l et a l
1970)
Self-assuredness
- i s d e f i n e d as behavior
tough, expedient
and v i g o r o u s .
that i s r e s i l i e n t ,
T h i s t r a i t i s F a c t o r 0 on
Conscientiousness
and
the
( C a t t e l l et a l 1-970)
T h i s i s F a c t o r G on
the S i x t e e n P e r s o n a l i t y F a c t o r Q u e s t i o n n a i r e ,
a dimension
( C a t t e l l et a l
to p e r s i s t e n t
1970)
S e l f - s u f f i c i e n c y - d e f i n e d as being r e s o u r c e f u l , p r e f e r r i n g
one's own
d e c i s i o n s r a t h e r than being a j o i n e r .
on the F a c t o r
Questionnaire.
I t i s measured
ranging
( C a t t e l l et a l
1970)
own
from,
Emotional s t a b i l i t y -
t h i s t r a i t represents a r e a l i s t i c , stable,
calm, t h o u g h t f u l behavior.
I t i s measured by F a c t o r C on
changeable and n e u r o t i c
t o e m o t i o n a l l y mature and p e r s e v e r i n g
( C a t t e l l e t a l 1970)
This
behavior.
10
CHAPTER I I
REVIEW OF THE
The
p e r s o n a l i t y and
athletics
of p e r s o n a l i t y t r a i t s .
has
(1)
a t h l e t e s and
a t h l e t e s of d i f f e r i n g a b i l i t y
different
identification
levels
f o l l o w i n g review i s l i m i t e d
administering C a t t e l l ' s
non-athletes,
and
(3)
a t h l e t e s from
questionnaire
to o n l y those s t u d i e s
16 P e r s o n a l i t y F a c t o r
This p e r s o n a l i t y inventory
by those r e s e a r c h e r s
i n t e r e s t e d i n studying
Questionnaire.
a t h l e t i c p e r s o n a l i t y (Morgan 1980).
t h a t are s i m i l a r
the
I t i s also f e l t that
an
study c o u l d be made o n l y
studies administering
the 16
dealt
s p o r t groups.
The
accurate
of
Research w i t h i n t h i s f i e l d has
LITERATURE
PF.
revealed
studies.
A t h l e t e s compared to Non-athletes
In a review of l i t e r a t u r e Cooper
(1969) suggested t h a t
as:
leading,
and
socially
s o c i a l l y aggressive,
(4) higher
self-confidence,
and
be
confident,
i n s o c i a l adjustment,
(6) more c o m p e t i t i v e ,
could
(5) higher
(7) more
in
emotionally
11
stable,
and
(8) having g r e a t e r
pain tolerance,
(9) l e s s anxious
(10) l e s s compulsive.
T h i s d e s c r i p t i o n of a male a t h l e t e was found among the
research
states
s t u d i e s p r i o r t o 1969.
In f a c t , Cooper (1969:19)
i s the
(1967) .
16 PF was administered t o n i n e t y f o u r
-
collegiate wrestlers.
were d e s c r i b e d
In t h i s study the
self-reliant.
Omizo
a t h l e t e s and n o n - a t h l e t e s .
aloof, conservative
and t r a d i t i o n a l
non-athletes.
In a more recent
study s i g n i f i c a n t d i f f e r e n c e s between
(1980) .
i n hockey, c r i c k e t and f o o t b a l l .
more outgoing, e m o t i o n a l l y
shy,
A t h l e t e s were
significantly
tough-minded, p r a c t i c a l , c o n s e r v a t i v e ,
group dependent,
non-athletes.
of studies
(Cooper 1969).
12
researchers
a l s o became i n t e r e s t e d i n studying
athletic personality
female
profiles.
f o r t y female v a r s i t y c o l l e g e a t h l e t e s i n v o l v e d
Results
to
in basketball,
PF
softball,
of the 16
PF
liberal,
In 1974,
s o c i a l l y p r e c i s e and
independent.
The
a t h l e t e s were i n v o l v e d i n b a s k e t b a l l ,
hockey, s o f t b a l l , v o l l e y b a l l , t r a c k and
field,
archery,
tennis.
Results
as e m o t i o n a l l y
f o r t h r i g h t , conservative,
While there
reserved,
happy-go-lucky.
are a l s o some d i s c r e p a n c i e s
evident.
i n p e r s o n a l i t y t r a i t s of a t h l e t e s and
For example, i n a
non-athletes.
f o r t y U.S.
p e r s o n a l i t y s t r u c t u r e as measured by the 16
Darden
in
o f a t h l e t e compared t o n o n - a t h l e t e ,
tion
be
appears to be a degree of c o n s i s t e n c y
the p e r s o n a l i t y r e s e a r c h
there
stable, self-controlled,
i n t e l l i g e n t and
field
difference
This
four
male
participa-
influences
PF.
be
13
The 16 PF was
given
male weight l i f t e r s .
The r e s u l t s showed no
the 16 PF.
(1967)
K r o l l concluded t h a t
with
non-athletes.
have d e f i n e d
"athlete".
The
and c o m p e t i t i v e
level.
While i n K r o l l ' s
l e v e l , as w e l l as i n experience
p r i o r to college or u n i v e r s i t y
A t h l e t e s of d i f f e r i n g a b i l i t y
competition.
levels
14
performers,
significant differences
low l e v e l competitors
has found
i s Bushan (1978).
In
five
r e p r e s e n t e d I n d i a a t i n t e r n a t i o n a l events i n
five
badminton and t a b l e t e n n i s .
in
s u b j e c t s scored
s i g n i f i c a n t l y h i g h e r on dominance, e x t r o v e r s i o n and
surgency.
W i l l i a m s e t a l (197.0) a l s o found s i g n i f i c a n t d i f f e r e n c e s
between h i g h and low l e v e l competitors.
PF, Form B of Jackson*s
In t h i s study the
P e r s o n a l P r e f e r e n c e Schedule
were administered to t h i r t y
any
Williams et a l
ambitious,
a s s e r t i v e , a g g r e s s i v e , independent,
s e l f - s u f f i c i e n t and r e s e r v e d .
The
one p e r s o n a l i t y t r a i t d o m i n a n c e ,
high: and low l e v e l competitors
at the championships.
S t a t e l e v e l ) were d i f f e r e n t i a t e d
only
which d i s c r i m i n a t e d between
had
correlation
of achievement i n the
intelligent, analytical,
16
from lower
(1981) o f n i n e t y -
and
squash
(training
who
a t the
l e v e l p l a y e r s by
15
a combination of f a c t o r s .
The
i n t e l l i g e n t , experimenting and
low
high a c h i e v e r s
conscientious
were more
when compared w i t h
achievers.
The
Kroll
(1967) however,
achievements had
few
K r o l l administered
16 PF to twenty-eight c o l l e g i a t e male w r e s t l e r s
a b i l i t y , thirty-three c o l l e g i a t e wrestlers
average a b i l i t y .
Results
i f any
of
the
superior
of average to below
of t h i s study showed no
personality
d i f f e r e n c e s between groups.
In another study by K r o l l
and
novice.
the sample s t u d i e d
the three
K r o l l found t h a t
showed no p e r s o n a l i t y d i f f e r e n c e s between
groups of p a r t i c i p a n t s .
Results
o f a study by R u s h a l l
(196 7) a l s o showed no
p e r s o n a l i t y d i f f e r e n c e s between s u c c e s s f u l and
male a t h l e t e s .
1967
and
1968
Rushall
Indiana U n i v e r s i t y f o o t b a l l teams.
i n d i c a t e d t h a t p e r s o n a l i t y was
t h e r e was
age
Results
not r e l a t e d to success,
and
those on a l o s i n g f o o t b a l l team.
In another study by R u s h a l l
and
1966,
swimmers:
unsuccessful
NCAA and MD
(1970) three
l e v e l s of
n a t i o n a l q u a l i f i e r s , c o l l e g e swimmers
the 16 PF to i n v e s t i g a t e
the
16
swimming.
d i f f e r e n t l e v e l s of competition
subdivided
may
the
levels.
skill ability.
discrepancies
comparison of a t h l e t e s of d i f f e r i n g a b i l i t y
One
alone.
i s that
not be i n d i c a t i v e of
into v a r s i t y , intramural
are
and n o n - p a r t i c i p a n t s ,
d i v i s i o n i s o f t e n based on p a r t i c i p a t i o n r a t h e r than
the
skill
level.
Athletes
from d i f f e r e n t s p o r t s
Two
controversy
groups
hypotheses t h a t have c r e a t e d
are:
a great d e a l
d i s t i n g u i s h e d on the b a s i s of p e r s o n a l i t i e s , and
(2)
of
be
that
d i f f e r e n c e s e x i s t i n the p e r s o n a l i t y t r a i t s o f a t h l e t e s
i n v o l v e d i n i n d i v i d u a l and
team s p o r t s .
thirty-
Olympic a t h l e t e s p a r t i c i p a t i n g i n i n d i v i d u a l
f i f t y - n i n e female U.S.
p a r t i c i p a t i n g i n team s p o r t s .
Results
athletes
showed t h a t women
w i t h those
adventurous,
in
17
s e n s i t i v e , imaginative,
r a d i c a l , , s e l f - s u f f i c i e n t and
resourceful.
team s p o r t s a t h l e t e s was
the 16 PF Malumphy
done by Malumphy
(synchronized
s o f t b a l l and
i n team and
Using
i n t e r c o l l e g i a t e female a t h l e t e s i n :
g o l f , competitive
(1968) .
i n d i v i d u a l sports
(tennis,
swimming, a r c h e r y ) , s u b j e c t i v e l y judged
swimming and
gymnastics),
f i e l d hockey) and
team s p o r t s
team-individual
sports
(baksetball,
sports
(active
i n d i v i d u a l sports) as w e l l as f o r t y - e i g h t non-
participants.
R e s u l t s of the 16 PF i n d i c a t e d t h a t
the
other s p o r t groups.
P a r t i c i p a n t s i n s u b j e c t i v e l y judged
sports
than the t e a m - i n d i v i d u a l
The
16 PF was
administered
and
t o eighty-one
male c o l l e g i a t e f o o t b a l l p l a y e r s , n i n e t y - f o u r w r e s t l e r s ,
seventy-one k a r a t e p a r t i c i p a n t s and one
gymnasts.
hundred and
forty-one
R e s u l t s i n d i c a t e d t h a t the f o o t b a l l p l a y e r s
and
karate p a r t i c i p a n t s .
karate p a r t i c i p a n t s were
The
gymnasts: and
The
karate
18
p a r t i c i p a n t s i n t h i s study were a l s o s i g n i f i c a n t l y d i f f e r e n t
from each o t h e r .
conscientious,
r u l e bound and
tense,
three
groups.
Another study d e a l i n g w i t h the comparison o f
of various
s p o r t groups was
administered
O'Connor
the 16 PF to f o u r groups of i n t e r c o l l e g i a t e
athletes
The
c o n t r o l group c o n s i s t i n g of
s u b j e c t s were:
non-
thirteen basketball
f i c a n t d i f f e r e n c e s on four of the s i x t e e n p e r s o n a l i t y
i n t e l l i g e n c e , r a d i c a l i s m , s e l f - s u f f i c i e n c y and
A more r e c e n t
signitraits:
and
self-control.
p e r s o n a l i t y d i f f e r e n c e s between the v a r i o u s a t h l e t i c
i n t h e i r study.
players,
as
very
happy-go-lucky.
Judo p l a y e r s
i n c o n t r a s t to the other
group of
rowers.
significant
also
(1974)
hypotheses
d i s t i n g u i s h e d on the b a s i s of p e r s o n a l i t i e s , and
(2)
that
be
19
d i f f e r e n c e s e x i s t i n the p e r s o n a l i t y t r a i t s o f a t h l e t e s
i n i n d i v i d u a l and team s p o r t s .
by s e v e r a l s t u d i e s .
male a t h l e t e s
representing
twenty d i f f e r e n t s p o r t groups
(four team s p o r t s
i n d i v i d u a l sports)
female a t h l e t e s
and e i g h t y
e i g h t d i f f e r e n t s p o r t groups
sports)
and s i x t e e n
representing
f o r the Olympics
involved
eight athletes.
Results
hundred
profiles.
o f a study by Marks
(1971) a l s o i n d i c a t e d no
evidence o f a d i f f e r e n c e i n p e r s o n a l i t y c h a r a c t e r i s t i c s as
measured by t h e 16 PF between i n d i v i d u a l and team s p o r t
participants.
a t h l e t e s s e l e c t e d from the s p o r t s :
b a s k e t b a l l , bowling,
hockey, g o l f , gymnastics, l a c r o s s e , s o f t b a l l ,
and
swimming,
field
tennis
volleyball.
The 16 PF was a l s o a d m i n i s t e r e d by F o s t e r
fifty-six
female b a s k e t b a l l p l a y e r s
s o f t b a l l players.
Results
(1971) t o
as w e l l as f o r t y female
i n d i c a t e d no s i g n i f i c a n t d i f f e r e n c e
or no p a r t i c u l a r s e t o f p e r s o n a l i t y f a c t o r s t h a t d i f f e r e n t i a t e d
between the two groups
A recent
studied.
20
groups.
In t h i s study c o l l e g e male a t h l e t e s p a r t i c i p a t i n g i n f o o t b a l l ,
c r i c k e t and hockey were examined.
Upon reviewing
the r e s e a r c h
s t u d i e s comparing the
p e r s o n a l i t y o f a t h l e t e s i n d i f f e r e n t s p o r t groups, i t i s
obvious t h a t they have been unable t o come t o any c o n s i s t e n t
agreement.
experimental design
o f many o f the r e s e a r c h
i s i n the
studies.
T h i s meant t h a t t h e r e was an
being
When comparing a t h l e t e s
The
level.
Despite
few
l e v e l and
"success"
p e r s o n a l i t y s t u d i e s have examined s u c c e s s f u l i n d i v i d u a l s
i n o r d e r t o determine whether a g e n e r a l d e s c r i p t i o n o f h i g h
achieving
An
i n d i v i d u a l s c o u l d be a s c e r t a i n e d .
exception
t o t h i s i s an i n v e s t i g a t i o n by B a c h t o l d
I n t h i s study s u c c e s s f u l female p s y c h o l o -
21
a s s e r t i v e , e m o t i o n a l l y s t a b l e , tough-minded, s e l f - s u f f i c i e n t
and
secure.
In a more r e c e n t study by B a c h t o l d
and
(1976) e i g h t hundred
16 PF.
p s y c h o l o g i s t s and p o l i t i c i a n s .
A l s o t h e r e were no s i g n i f i c a n t
t o t h i r t y - s i x male
respon-
a t the managerial
level.
a s s e r t i v e , e m o t i o n a l l y s t a b l e , outgoing,
tough and e x t r o v e r t e d .
Morgan
a t t o r n e y s and p h y s i c i a n s .
t o eleven
female p h y s i c i a n s .
female
Results o f t h i s
study
i n d i c a t e d t h a t t h e r e were no s i g n i f i c a n t d i f f e r e n c e s between
the t h r e e groups i n p e r s o n a l i t y s t r u c t u r e .
d i f f e r e n c e s however, were observed
Significant
when t h e t h r e e groups
As a combined
22
intelligent,
a s s e r t i v e , tough-minded, independent, r e l a x e d , r e s e r v e d ,
e m o t i o n a l l y s t a b l e , i m a g i n a t i v e , experimenting
and
controlled.
examined the p e r s o n a l i t i e s
of s u c c e s s f u l i n d i v i d u a l s .
Each
the
p o p u l a t i o n norm.
An
important
comparisons i s how
seniority.
Factors influencing
success
Schooler
t h a t t h e r e i s no
s u p p o r t i n g b i r t h order e f f e c t s .
(1973) a l s o conclude,
that
Mitchell
t h a t while some g e n e r a l b i r t h
the l i t e r a t u r e tends to d i s p l a y
a p i c t u r e of confusion.
Much of the r e s e a r c h i n the area of b i r t h order
has
23
example,
children.
between f i r s t
(1971) a l s o found no s i g n i f i c a n t
differences
In
Results of t h i s
scale.
differences
Strumpfer
Mehrabiam R e s u l t a n t measures
o f achievement m o t i v a t i o n were
The
subjects
size.
intellectual
Lunneborg
(1968) f o r example,
s t u d i e d 2,878 males
The
subjects
24
mathematics, s o c i a l s t u d i e s , n a t u r a l
1967).
Masterton
(1971) f o r example, a d m i n i s t e r e d
students c o n s i s t i n g o f
t h i r t e e n o n l y c h i l d r e n , t h i r t y - s e v e n w i t h one s i b l i n g ,
forty-
e i g h t w i t h two s i b l i n g s , f i f t y - s e v e n w i t h t h r e e o r more.
S i g n i f i c a n t main e f f e c t s f o r f a m i l y s i z e and sex i n d i c a t e d
t h a t s u b j e c t s w i t h s m a l l e r f a m i l i e s showed lower need a p p r o v a l
and t h a t females
i n g e n e r a l showed h i g h e r need a p p r o v a l .
Migliorino
socio-economic
(1974) a l s o s t u d i e d f a m i l y s i z e as w e l l as
l e v e l and i n t e l l i g e n c e .
A positive
correlation
develop-
I n g e n e r a l , t h e h i g h e r t h e socio-economic
have h i g h e r l e v e l s o f i n t e l l i g e n c e w h i l e c h i l d r e n from
larger
f a m i l i e s tend t o d i s p l a y lower l e v e l s o f i n t e l l i g e n c e .
In summary, disagreement
among i n v e s t i g a t o r s i s q u i t e
25
and
family
approval.
I t might be expected t h a t an i n d i v i d u a l ' s p e r s o n a l i t y
development would be a f f e c t e d by i n t e r a c t i o n w i t h o t h e r
members.
family
T h i s i n t e r a c t i o n would be determined by o r d i n a l
p o s i t i o n and s i z e o f f a m i l y .
e f f e c t s i n g e n e r a l i s weak.
Warren
(1968:48) d e s c r i b e s
the f i n d i n g s o f s t u d i e s
o f the b a s i c d e f i n i t i o n o f b i r t h o r d e r .
b i r t h order i s "the s e q u e n t i a l
among h i s o r her s i b l i n g s w i t h r e s p e c t
(Warren 1968:48).
all
p o s i t i o n o f a person
t o order o f b i r t h "
l a t e r born c h i l d r e n .
children.
Simply
Some i n v e s t i g a t o r s c o n s i d e r
o n l y c h i l d r e n t o be
f i r s t borns, w h i l e o t h e r i n v e s t i g a t o r s e l i m i n a t e
only
children
from t h e i r study.
Another reason f o r the c o n f u s i o n among b i r t h order
studies
i s presented by Masterton
f i f t h born a r e o f t e n e l i m i n a t e d
from
studies.
Chapter Summary
26
i s no c o n s i s t e n t
(1) a t h l e t e and n o n - a t h l e t e ,
(2) a t h l e t e s
Researchers have d e f i n e d
t h e term
l e v e l and l e v e l o f e x p e r i e n c e .
may not be i n d i c a t i v e o f s k i l l
F o r example, an a t h l e t e p a r t i c i p a t i n g a t the c o l l e g i a t e
Researchers r a t h e r than
considering
l e v e l o f p a r t i c i p a t i o n should a l s o c o n s i d e r
l e v e l s of
i n a research
studies
F o r example the g r e a t e r
t h a t study i s t o d e t e c t i n g e x p e r i m e n t a l e f f e c t s .
Researchers
as homogenous as p o s s i b l e .
Consideration
should be
skill
l e v e l and l e v e l o f
27
achievements.
Unlike
t h e s t u d i e s d e a l i n g w i t h the a t h l e t i c
p e r s o n a l i t y , few d i s c r e p a n c i e s
of l i t e r a t u r e f o r the s u c c e s s f u l n o n - a t h l e t i c
T h i s i s an area i n p e r s o n a l i t y where l i t t l e
occurred
r e s e a r c h has
Henney
personality.
by B a c h t o l d
and Werner
(1970), B a c h t o l d
(1976),
the p o p u l a t i o n
norm.
An important aspect t o c o n s i d e r
when s t u d y i n g
successful
defined.
their
definition.
While few d i s c r e p a n c i e s
s t u d i e s d e a l i n g w i t h the s u c c e s s f u l n o n - a t h l e t i c
the
personality,
lack o f consistent
findings.
reason f o r t h i s c o n f u s i o n
b i r t h order.
l i e s i n how r e s e a r c h e r s
have
defined
i s that children
from many
studies.
I t i s important t h a t t h e experimental d e s i g n be
f a c t o r s i n f l u e n c i n g success,
as w e l l as s t u d i e s concerned w i t h p e r s o n a l i t i e s o f s u c c e s s f u l
28
non-athletes
The
and s t u d i e s d e a l i n g w i t h the a t h l e t i c p e r s o n a l i t y .
subjects c a r e f u l l y
considered
as w e l l as the s t a t i s t i c a l
29
CHAPTER I I I
PROCEDURE AND
ANALYSIS
Subject P o p u l a t i o n
The s e l e c t i o n o f s u c c e s s f u l p r o f e s s i o n a l s u b j e c t s f o r
t h i s study was performed
p h y s i c i a n s who v o l u n t e e r e d as "judges".
These i n d i v i d u a l s
identifying
"success".
included
i n the sample p o p u l a t i o n .
From the judges' l i s t s
seven
(27) male d o c t o r s , e i g h t
twelve
twenty-
M a i l i n g addresses f o r these
P r o v i n c i a l Directory of Attorneys".
field
From these
twelve
(12) male
(13)
30
male b a s k e t b a l l a t h l e t e s , s i x t e e n
(18) male gymnasts, s i x t e e n
and
(16)
female and
eighteen
(See Appendix A)
envelope was
a l s o enclosed
The
subjects
A stamped
had
envelope.
two
month p e r i o d .
population
male and
one
of t h i s two
(See Appendix A ) ,
had
A final
along w i t h a
l e t t e r of reminder
s t i l l not responded a f t e r a
month p e r i o d , the
subject
f o r t h i s study c o n s i s t e d of e i g h t y - n i n e
female s u b j e c t s
subjects.
The
month
was
At the end
subject.
month to
A f t e r the one
the S o c i o - c u l t u r a l q u e s t i o n n a i r e
stamped, s e l f - a d d r e s s e d
from a p o s s i b l e one
s u b j e c t s were:
1)
successful
hundred and
Twenty-eight
lifting
2)
(4),
weight
(3);
Twenty-nine (29)
basketball
3)
(5), gymnastics
eighty-
(28)
the
self-addressed
t e s t package c o n s i s t i n g of a reminder l e t t e r
16 PF Form C and
designed by
mailed a
along w i t h C a t t e l l ' s
a S o c i o - c u l t u r a l questionnaire
experimenter
the
(6), v o l l e y b a l l
Twenty (20)
(11)
and
gymnastics
(12);
s u c c e s s f u l male p r o f e s s i o n a l s c u r r e n t l y
sports
31
p r a c t i s i n g law
(8) or medicine
(12)
i n the p r o v i n c e of
B r i t i s h Columbia;
4)
Twelve
(12)
p r a c t i s i n g law
successful
female p r o f e s s i o n a l s
currently-
(7) i n the p r o v i n c e of
B r i t i s h Columbia.
Instruments
In t h i s i n v e s t i g a t i o n the
included
a personality
inventory
a S o c i o - c u l t u r a l questionnaire
( C a t t e l l ' s 16 PF Form C)
f o r use
and
C a t t e l l ' s 16 PF Form C.
selected
This personality
the
inventory
was
following
requirements:
1)
inventory
The
16 PF
most used by p s y c h o l o g i s t s
the p e r s o n a l i t y o f
2)
3)
(1973),
interested i n
the
studying
athletes.
C a t t e l l ' s 16 PF has
f o r a l l four 16 PF
age
i s , a c c o r d i n g to C r a t t y
a well established
s e t of norms
forms.
16 PF can be c o r r e c t e d
for
differences.
4)
The
l i m i t a t i o n s of t h i s study r e q u i r e d
an o b j e c t i v e l y scored p e r s o n a l i t y
a p r o f i l e o f the
subjects
i n the
the use
give
l e n g t h of time a v a i l a b l e
for testing.
5)
The
questionnaire
16 PF
scales.
of
i s a m u l t i d i m e n s i o n a l set of
R e l i a b i l i t y o f the v a r i o u s
sixteen
factors
32
to .85.
These r e l i a b i l i t i e s
roughly to the i n t e r n a l v a l i d i t i e s
6)
I t has
Spielberger
correspond
( C a t t e l l 1953).
been e x p e r i m e n t a l l y demonstrated
(1970) t h a t s u b j e c t s may
by
tend to answer i n v e n t o r i e s
This
"MD"
scale.
the
"Motivational
T h i s s c a l e measures the
t e s t e d f o r u s i n g the 16 PF Form C.
emotional
s t a b i l i t y , assertiveness,
toughmindedness, s e l f - a s s u r a n c e and
These s i x f a c t o r s :
conscientiousness,
s e l f - s u f f i c i e n c y have been
S o c i o - c u l t U r a l Questionnaire.
designed
This
questionnaire
t o o b t a i n i n f o r m a t i o n on f i v e areas of
b i r t h o r d e r , f a m i l y s i z e , c u l t u r e , e d u c a t i o n a l and
experience.
t e s t items,
athletic
the remaining
information.
concern:
background
e i g h t items r e l a t e d to p a r e n t a l background
and
33
TABLE I
TESTED SIX PERSONALITY TRAITS
FROM THE 16 PF FORM C
FACTOR
A f f e c t e d by f e e l i n g s versus
emotionally
stable
E
Humble versus a s s e r t i v e
Expedient
versus
conscientious
. . Tough-minded versus
tender-minded
S e l f - a s s u r e d versus
apprehensive
Q~
Group-dependent versus
self-sufficient
A n a l y s i s Of the Data
The 16 PF was
( C a t t e l l 1972).
The raw
c o r r e c t i o n t a b l e s found i n t h e manual.
A tally
questionnaire
sheet was d e v i s e d
f o r the s o c i o - c u l t u r a l
subject's return.
f o r each
an e x p r e s s i o n
o f a p p r e c i a t i o n (See Appendix A) f o r t h e i r p a r t i c i p a t i o n
a 16 PF p e r s o n a l i t y p r o f i l e o f t h e i r answers t o C a t t e l l s
1
16 PF Form C.
plus
34
athletes
on each f a c t o r .
To a v o i d the p r o b a b i l i t y o f one o r
f o r r e j e c t i o n o f the f i r s t h y p o t h e s i s .
of s i g n i f i c a n c e (p=0.05) i s c o n s i d e r e d
l e v e l used
The
(Robson
This
level
t o be the c o n v e n t i o n a l
1974).
.05 l e v e l o f s i g n i f i c a n c e was a l s o e s t a b l i s h e d f o r
there
experience.
o b t a i n e d from the s o c i o - c u l t u r a l
questionnaire.
and a t h l e t i c
35
CHAPTER IV
RESULTS
t o p e r s o n a l i t y and s o c i o - c u l t u r a l
information.
obtained.
by the s o c i o - c u l t u r a l
t o the
Personality information i s
information.
P e r s o n a l i t y Assessment
hypothesis
Table I I c o n t a i n s
r a t i o s and sten scores
tested.
f o r each o f the s i x p e r s o n a l i t y
factors
36
TABLE I I
MEANS, STANDARD DEVIATIONS, STEN SCORES AND
F RATIOS FOR FACTORS C, E, G, I , 0 AND
FACTOR
GROUP
STEN F RATIO
Male A t h l e t e s
Female A t h l e t e s
Male P r o f e s s i o n a l s
Female P r o f e s s i o n a l s
8 .39
8 .59
7 .60
7 . 66
2. 12
2. 08
2. 07
2. 70
6
7
6
6
1 .128
Male A t h l e t e s
Female A t h l e t e s
Male P r o f e s s i o n a l s
Female P r o f e s s i o n a l s
5 .86
4 .90
5 .95
6 . 92
1. 65
2. 74
2. 65
2. 50
6
6
6
7
2 .240
Male A t h l e t e s
Female A t h l e t e s
Male P r o f e s s i o n a l s
Female P r o f e s s i o n a l s
7 .07
6 .80
7 .65
6 .67
2. 45
1. 93
1. 90
3. 21
6
5
6
5
.684
Male A t h l e t e s
Female A t h l e t e s
Male P r o f e s s i o n a l s
Female P r o f e s s i o n a l s
5 .39
6 . 00
5 .03
.6 .85
2. 51
1. 83
1. 98
1. 77
5
4
5
5
2 .297
Male A t h l e t e s
Female A t h l e t e s
Male P r o f e s s i o n a l s
Female P r o f e s s i o n a l s
4 .83
6 .62
6 .03
6 .15
2. 39
3. 17
1. 60
0. 63
5
5
6
5
2 .550
Male A t h l e t e s
SelfIn \ Female A t h l e t e s
sufficient
Male P r o f e s s i o n a l s
Female P r o f e s s i o n a l s
4. .43
3. 01
1. 93
2. 61
2. 14
5
6
7
7
2 .375
Emotional
Stability
Assertiveness
Conscientiousness
(r)
i*-)
(v\
iw
(a\
ToughIT)
mindedness \ J-)
Selfassurance
(n\
4 .37
6 .10
5 .19
11
II
II
II
II
11
II
II
II
II
II
II
II
II
II
II
II
II
37
On F a c t o r s E, G, 0 and
the s t e n score f e l l
were a l l w i t h i n the
as shown i n F i g u r e 2.
I and 0 as shown i n F i g u r e 3.
F i g u r e 4 shows the sten scores f o r the female
professionals.
On F a c t o r s E and Q
G, I and 0.
A n a l y s i s o f the p e r s o n a l i t y d a t a i n d i c a t e d no
signifi-
p e r s o n a l i t y t r a i t s examined.
therefore
supported.
Summary t a b l e s o f the one-way a n a l y s i s o f v a r i a n c e f o r
a l l V a r i a b l e s C, E, G, I, 0 and Q
are presented
i n Appendix
C.
FACTOR
1 2
3
4
5
6
7
8
STANDARD TE]N SCORE (STEN)
If
10
/
G
F i g u r e 1 . P e r s o n a l i t y P r o f i l e f o r Female A t h l e t e s
as a Group
FACTOR
1 2
STANDARD TI:N
6
SCORE
10
(STEN)
* .
'
F i g u r e 2 . P e r s o n a l i t y P r o f i l e f o r Male A t h l e t e s
as a Group
FACTOR
1 2
3
4
5
6
STANDARD T l:N SCORE
' ".I.'*;
' "
7
8
(STEN)
10
*.
'
\^
. . .
F i g u r e 3 . P e r s o n a l i t y P r o f i l e f o r Male P r o f e s s i o n a l s
as a Group
F i g u r e 4 . P e r s o n a l i t y P r o f i l e f o r Female P r o f e s s i o n a l s
as a Group
42
S o c i o - c u l t u r a l Assessment
B i r t h Order.
borns
S i x o f the twelve
borns.
TABLE I I I
FREQUENCY COUNT AND
PERCENTAGES
BIRTH ORDER
GROUP 1
6
21.4%
6
21.4%
7
25.0%
GROUP 2
3
10.3%
8
27.6%
11
37. 9%
GROUP 3
GROUP 4
3
10.7%
2
7.1%
2
7.1%
0
0.0%
2
7.1%
1
3.4%
2
6.9%
2
6.9%
1
3.4%
1
3.4%
6
6
30. 0% 30. 0%
0
5
0.0% 25.0%
3
15.0%
0
0.0%
0
0.0%
0
0.0%
6
50.0%
1
8.3%
0
0.0%
0
0.0%
0
0.0%
0
0.0%
4
33 3%
1
8. 3%
PROFESSIONALS
43
A t h l e t i c Experience.
been o r were i n v o l v e d
i n international athletic
competition.
i n a t h l e t i c s a t e i t h e r the
university, national or i n t e r n a t i o n a l l e v e l .
p r o f e s s i o n a l s 100% had been o r were s t i l l
Of the male
active i n athletics,
TABLE IV
FREQUENCY COUNT AND PERCENTAGES
OF GROUPS ON ATHLETIC
EXPERIENCE
GROUP 1
0
0.0%
0
0.0%
0
0.0%
0
0.0%
0
0.0%
28
100.0%
GROUP 2
0
0.0%
0
0.0%
0
0.0%
0
0.0%
0
0.0%
29
100.0%
GROUP 3
0
0. 0%
2
10.0%
2
10.0%
7
35.0%
6
30.0%
3
15.0%
GROUP 4
2
16.7%
3
25. 0%
2
16. 7%
2
16.7%
2
16.7%
1
8.3%
GROUP
GROUP
GROUP
GROUP
1
2
3
4
=
=
=
=
MALE ATHLETES
FEMALE ATHLETES
MALE PROFESSIONALS
FEMALE PROFESSIONALS
44
Culture.
professionals
outside
o f North America.
TABLE V
FREQUENCY COUNT AND PERCENTAGES
OF GROUPS ON CULTURE
CANADA
AMERICA
OTHER
(Place o f B i r t h )
MALE ATHLETE
26
92.9%
0
0.0%
2
7.1%
FEMALE ATHLETE
27
93.1%
0
0.0%
2
6.9%
MALE PROFESSIONALS
14
70.0%
1
5.0%
6
30.0%
FEMALE PROFESSIONALS
9
75.0%
0
0.0%
3
25.0%
45
Family s i z e .
female a t h l e t e s was an o n l y c h i l d .
came from three
child
athletes.
The
female p r o f e s s i o n a l s were a l s o w e l l r e p r e s e n t e d i n
the three c h i l d
family
(58.3%).
child families.
Ten percent o f
TABLE VI
FREQUENCY COUNT AND PERCENTAGES
OF GROUPS ON FAMILY SIZE
3
4
5
(Number o f C h i l d r e n
6
7
i n Family)
GROUP 1
0
4
0. 0% 14.3%
12
7
42. 9% 25.0%
1
3.6%
2
7.1%
0
0.0%
0
0.0%
2
7.1%
GROUP 2
0
6
0.0% 20.7%
13
44.8%
7
24.1%
2
6.9%
0
0.0%
0
0.0%
1
3.4%
0
0.0%
3
15.0%
4
20.0%
0
0.0%
1
5.0%
1
5.0%
0
0.0%
0
0.0%
0
0.0%
GROUP 3
2
10.0%
4
20.0%
GROUP 4
2
16.7%
2
7
16.7%. 58. 3%
0
0.0%
2
10.0%
3
15.0%
0
0.0%
1
8.3%
46
Educational
experience.
p r o f e s s i o n a l s had attended u n i v e r s i t y .
attending
still
i n high
school.
university.
i n high
as shown i n Table V I I .
TABLE V I I
FREQUENCY COUNT AND
PERCENTAGES
UNIVERSITY
HIGH SCHOOL
HIGH SCHOOL
PRIVATE
PUBLIC
( E d u c a t i o n a l Experience)
MALE ATHLETE
4
14.3%
FEMALE ATHLETE
8
27.6%
0
0.0%
3
10.3%
24
85.7%
18
62.1%
MALE PROFESSIONALS
0
0.0%
0
0.0%
20
100.0%
FEMALE PROFESSIONALS
0
0.0%
0
0.0%
12
100.0%
47
areas
and e d u c a t i o n a l experience
Hypothesis
(x g= 17.48, p<.008).
2
A l l other frequency t a b l e s
0
0.0
0.0
0.0
MALE ATHLETES
0
0.0
0
0.0
0.0
0.0
0
0.0
0.0
0.0
28
100
45.9
31.5
28
31. 5
0.0
0.0
0
0.0
0.0
0.0
0
0.0
0.0
0.0
0
0.0
0.0
0.0
0
0.0
0.0
0.0
29
100
47.5
32.6
29
32. 6
FEMALE ATHLETES
0
0.0
0. 0
0.0
0
0.0
0.0
0.0
MALE
0
0.0
0.0
0.0
2
10.2
40.0
2.2
2
7
10.2 35.0
50.0 77.8
2.2 7.9
6
30.0
75.0
6.7
3
15.0
4.9
3.4
20
22. 5
2
16.7
100.0
2.2
3
25.0
60.0
3.4
2
2
16.7 16.7
50.0 22.2
2.2 2.2
2
16.7
25.0
2.2
1
8.3
1.6
1.1
12
13. 5
2
2.2
5
5,6
4
9
4.5 10.1
8
9.0
61
68.5
89
100. 0
PROFESSIONALS
FEMALE
PROFESSIONALS
COLUMN
TOTAL
X
2
1 5
48
TABLE IX
SUBJECTS IN THE GROUPS
AT VARIOUS LEVELS OF EDUCATIONAL EXPERIENCE
HIGH
SCHOOL
PUBLIC
MALE ATHLETES
4
14.3
33.3
4.5
FEMALE ATHLETES
8
27.6
66. 7
9.0
HIGH
SCHOOL
UNIVERSITY
PRIVATE
(Levels o f Education)
0
0.0
0.0
0.0
24
85.7
32.4
27.0
3
10.3
100.0
3.4
18
62.1
24.3
20.4
MALE PROFESSIONALS
0
0.0
0.0
0.0
0
0.0
0.0
0.0
20
100.0
27.0
22.5
FEMALE PROFESSIONALS
0
0.0
0.0
0.0
0
0.0
0.0
0.0
12
100. 0
16.2
13.5
12
13.5
3
3.4
74
83.1
COLUMN
TOTAL
89
100.0
49
CHAPTER V
DISCUSSION
along with
T h i s approach t o behavior
that
environmental
i s known as the
than c o n s i d e r i n g t r a i t s o r environmental v a r i a b l e s
alone.
T h i s study has taken the i n t e r a c t i o n i s t approach and
an examination o f the r e s u l t s r e v e a l t h a t the r e p r e s e n t a t i v e
p e r s o n a l i t y p r o f i l e o f the four groups, as w e l l as t h e i r s o c i o c u l t u r a l background appear q u i t e
similar.
and F a c t o r 0
(self-assurance)
were c o n s i s t e n t l y w i t h i n t h e p o p u l a t i o n norm.
(emotional
For Factor C
s t a b i l i t y ) , the female a t h l e t e s c o u l d be d e s c r i b e d
as more e m o t i o n a l l y
three
traits
groups.
Emotional s t a b i l i t y a l s o r e f e r r e d t o by C a t t e l l as
( C a t t e l l e t a l 1970).
I t would
be a n t i c i p a t e d t h a t those i n d i v i d u a l s c l a s s i f i e d as s u c c e s s f u l
or s u p e r i o r i n law o r medicine as w e l l as a t h l e t i c s would a l l
r e q u i r e t h i s higher than average emotional s t a b i l i t y .
The
50
r e s u l t s of the present
In
the
c o u l d be d e s c r i b e d as e m o t i o n a l l y
stable.
The
o n l y group i n
and
stable
female
average range f o r t h i s
trait.
of age
to f o r t y
(40) y e a r s .
The
q u e s t i o n must be asked as t o
earnings
the
of the a t h l e t e s i n
This
may
A l s o d u r i n g the l a t e
e a r l y 1970's the p r o f e s s i o n a l c i r c u i t
and g o l f p l a y e r was
The
data
gathered a female t e n n i s p l a y e r ,
d e s c r i b e d as e m o t i o n a l l y
and
years
a t h l e t i c a b i l i t y , prominence and
e x p l a i n why
(23)
the o l d e s t female p r o f e s s i o n a l a t h l e t e
i n terms of prominence.
twenty-three
the
60's
f o r the female t e n n i s
earnings.
the
70's.
s t a b l e , as
Subjects
w i t h i n the
collected
female
51
physicians
Women.
S t a t e s , and t h e r e f o r e
prominence i n the
United
as e m o t i o n a l l y
as being
stable,
study which
above average on t h i s
trait.
present
Dominance, as t h i s
i s o f t e n r e f e r r e d t o , i s c h a r a c t e r i z e d by
dominance: as a t r a i t
suggesting
t h a t dominant and
a c h i e v i n g behavior i s a b a s i s on which s o c i e t y
masculinity
and f e m i n i n i t y .
behavior.
defines
Women i n the f i e l d o f a t h l e t i c s
i n d i r e c t competition
as a r e s u l t not e x h i b i t a s s e r t i v e b e h a v i o r .
Female p r o f e s s i o n a l s
52
In t h e i r
selection
whom the
c o n t i n u e t o compete a g a i n s t .
p r o f e s s i o n a l s e x h i b i t i n g a h i g h e r degree o f a s s e r t i v e n e s s .
Mental toughness was
was
C a t t e l l (1969:488) d e s c r i b e s
an i n d i v i d u a l p o s s e s s i n g t h i s t r a i t as a " h a r d - b o i l e d ,
mature,
an average age o f 40 y e a r s .
had
a l s o examined was
self-
trait.
were w i t h i n the
53
S e l f - s u f f i c i e n c y may
own
be d e f i n e d as p r e f e r r i n g one's
d e c i s i o n s r a t h e r than being a f o l l o w e r or a j o i n e r .
and
d e c i s i o n s about l e g a l or m e d i c a l cases.
own
In a t h l e t i c s however,
T h i s may
the
The
r e s u l t s of
the
(1973).
as w e l l as a t h l e t i c s c o u l d be d e s c r i b e d as
In summary i t was
hypothesized
medicine
self-sufficient.
t h a t the p e r s o n a l i t y
i t was
also
a n t i c i p a t e d t h a t the p e r s o n a l i t y p r o f i l e s would d i f f e r
from
the p o p u l a t i o n norm.
The
subject population
i n the
present
(self-assurance).
t r a i t s examined was
Not
one
of
(conscientiousness)
of the s i x p e r s o n a l i t y
female p r o f e s s i o n a l s c o u l d be d e s c r i b e d as more
who
female
tough
54
these two t r a i t s .
described
as having a h i g h e r degree o f s e l f - s u f f i c i e n c y
experience
(p<.00001) and
(p<.008) were s i g n i f i c a n t .
After a l l ,
the c r i t e r i a
f o r s e l e c t i o n o f the a t h l e t i c s u b j e c t s was t h e i r p a r t i c i p a t i o n
at the i n t e r n a t i o n a l l e v e l .
and
female a t h l e t e s had i n t e r n a t i o n a l a t h l e t i c
experience,
professionals
f o r the p r o f e s s i o n a l groups.
never been i n v o l v e d i n a t h l e t i c s .
87%
international
Of the 89
subjects
subjects,
level.
were those i n t e r e s t e d or i n v o l v e d i n
55
athletics.
T h i s might e x p l a i n the o v e r a l l a t h l e t i c
the s u b j e c t s i n t h i s
experience
study.
A s i g n i f i c a n t d i f f e r e n c e was a l s o observed
f a c t o r o f e d u c a t i o n a l experience.
of
(which i s a foregone
f o r the
university
university.
e n r o l l e d i n high school.
educated.
i n v o l v e d in: a h i g h s c h o o l program.
17% are
I t i s conceivable
athlete.
B i r t h order, f a m i l y s i z e and c u l t u r e were t h r e e
other s o c i o - c u l t u r a l
f a c t o r s examined w i t h no s i g n i f i c a n t
differences evident.
borns
first
56
bilities
be p a r t i a l l y , accounted f o r by the
C a l l e d upon t o take more r e s p o n s i -
have had t o
s t r i v e t o l i v e up t o the e x p e c t a t i o n s of p a r e n t s .
Parents'
achievement,
a l s o be due t o parents p r e s s u r i n g t h e i r f i r s t
borns
i n t o p r o f e s s i o n s l e a d i n g t o h i g h s t a t u s and prominence i n t h e i r
community.
c h i l d is: a l e a r n i n g
( l i t t l e leagues,
The
a l s o have something
involvement
57
of the a t h l e t e s .
A c c o r d i n g to a 1980: a r t i c l e by H a l l , Church
later
than
study
five
s i z e , another
i n c i d e n c e of male and
or more c h i l d r e n .
f a c t o r s t u d i e d , showed, a h i g h
female a t h l e t e s from f a m i l i e s of t h r e e
T h i s may
have something to do w i t h
having
experience.
While t h e r e was
female
a t h l e t e s from f a m i l i e s of t h r e e or more c h i l d r e n , t h e r e
also: a h i g h i n c i d e n c e of male and
f a m i l i e s of f o u r or l e s s .
female p r o f e s s i o n a l s from
M i g l i o r i n o (1974) found
a negative
was
In M i g l i o r i n o ' s study
i t was
and
found t h a t c h i l d r e n
intelligence
I t i s expected
t h a t those who
have
graduated
As i t i s assumed anyone a t t e n d i n g
average or p o p u l a t i o n norm.
Since c h i l d r e n tend t o surpass the l e v e l of achievement
a t t a i n e d by t h e i r p a r e n t s , i t i s a l s o important
t o c o n s i d e r the
e d u c a t i o n a l , o c c u p a t i o n a l and a t h l e t i c l e v e l s reached
by
the
58
parents.
Upon examination o f the p a r e n t a l background
information,
or s p o r t .
law o r medicine.
such
school
level.
The
achieve
p a r e n t s ' encouragement o f t h e i r c h i l d r e n t o
be a reason
parents
as r o l e models.
present
from the s o c i o - c u l t u r a l q u e s t i o n n a i r e i s q u i t e
study.
Subjects
similar
as a
59
CHAPTER VI
SUMMARY
Cattell's
A one way: a n a l y s i s o f v a r i a n c e
traits:
self-assurance,
s e l f - s u f f i c i e n c y , emotional
mental toughness, c o n s c i e n t i o u s n e s s
Hypothesis one was t h e r e f o r e
stability,
and a s s e r t i v e n e s s .
supported.
s t a b l e and m e n t a l l y
as having h i g h e r l e v e l s o f
s e l f - s u f f i c i e n c y and a s s e r t i v e n e s s
three
groups.
The female
S e l f - s u f f i c i e n c y was the o n l y t r a i t
exhibited
60
and F a c t o r 0
(self-assurance).
Summary o f t h e S o c i o - c u l t u r a l Assessment
culture.
family size
(p^. 008),
(p^.00001) and
these d i f f e r e n c e s were
a n t i c i p a t e d : as c r i t e r i a f o r s e l e c t i o n o f the s u b j e c t s was
based on t h e i r l e v e l o f a t h l e t i c and e d u c a t i o n a l achievement.
Despite
t h i s s i g n i f i c a n t d i f f e r e n c e the s u b j e c t group
While o n l y 17% o f
enrolled i n a
o r were
still
attending a u n i v e r s i t y .
R e s u l t s o f the C h i Squared s t a t i s t i c performed on the
s o c i o - c u l t u r a l data a l s o i n d i c a t e d t h a t there was: an occurrence
o f f i r s t born c h i l d r e n , e s p e c i a l l y among the p r o f e s s i o n a l
groups.
61
a high
i n c i d e n c e o f p r o f e s s i o n a l s from f a m i l i e s of four or
less.
63
Recommendations f o r
F u r t h e r StudyAs a r e s u l t o f t h i s study, the i n v e s t i g a t o r
recommends c o n s i d e r a t i o n o f the f o l l o w i n g concerns f o r
further research:
1)
2)
for selecting a
s u c c e s s f u l c o l l e a g u e and i f no c r i t e r i a i s g i v e n each
must s t a t e the c r i t e r i a they used f o r t h e i r
3)
"judge"
selection.
4)
individual.
APPENDIX A
Correspondence
L e t t e r o f I n t r o d u c t i o n t o Doctors
L e t t e r o f I n t r o d u c t i o n t o Lawyers
L e t t e r of I n t r o d u c t i o n t o A t h l e t e
Reminder L e t t e r t o Doctors
Reminder L e t t e r t o Lawyers
Reminder L e t t e r t o A t h l e t e s
L e t t e r of A p p r e c i a t i o n t o Subject
65
August 1980
Dear Doctor,
I am c u r r e n t l y on f a c u l t y a t The U n i v e r s i t y o f
L e t h b r i d g e , but am s t i l l
Columbia.
My t h e s i s i s a p e r s o n a l i t y study o f s u c c e s s f u l :
doctors,
lawyers and a t h l e t e s .
Because your time i s v a l u a b l e ,
questionnaire
t o you.
I am m a i l i n g the
The two q u e s t i o n n a i r e s
require
F o r your
as soon as
I f you a r e i n t e r e s t e d
i n your own p e r s o n a l p e r s o n a l i t y p r o f i l e p l e a s e
below and r e t u r n t h i s l e t t e r along with the
indicate
questionnaires
to me.
Your a s s i s t a n c e
greatly
i n h e l p i n g me complete my t h e s i s i s
appreciated.
L o u i s a W. Zerbe
I n s t r u c t o r , The U n i v e r s i t y o f L e t h b r i d g e
PLEASE SEND ME MY PERSONAL PROFILE TO:
66
August 1980
Dear Lawyer,
I am c u r r e n t l y on f a c u l t y a t The U n i v e r s i t y o f
L e t h b r i d g e , but am s t i l l
Columbia.
study o f s u c c e s s f u l :
doctors,
lawyers and a t h l e t e s .
Because your time i s v a l u a b l e ,
questionnaire
to.you.
I am m a i l i n g the
The two q u e s t i o n n a i r e s
require
F o r your
as soon as
r e s u l t s a r e s t r i c t l y c o n f i d e n t i a l and a code i s
used merely f o r m a i l i n g
purposes.
I f you are i n t e r e s t e d
i n your own p e r s o n a l p e r s o n a l i t y p r o f i l e p l e a s e
below and r e t u r n t h i s l e t t e r along w i t h the
indicate
questionnaires
to me.
Your a s s i s t a n c e
greatly
i n h e l p i n g me complete my t h e s i s i s
appreciated.
L o u i s a W. Zerbe
I n s t r u c t o r , The U n i v e r s i t y o f L e t h b r i d g e
PLEASE SEND ME MY PERSONAL PROFILE TO:
67
August 1980
Dear A t h l e t e ,
I am c u r r e n t l y on f a c u l t y a t The U n i v e r s i t y o f
L e t h b r i d g e , but am s t i l l
i n t h e process o f completing my
study o f s u c c e s s f u l :
doctors,
lawyers and a t h l e t e s .
Because your time i s v a l u a b l e ,
questionnaire
t o you.
I am m a i l i n g the
The two q u e s t i o n n a i r e s
require
F o r your
as soon as
r e s u l t s a r e s t r i c t l y c o n f i d e n t i a l and a code i s
I f you are i n t e r e s t e d
i n your own p e r s o n a l p e r s o n a l i t y p r o f i l e p l e a s e
below and r e t u r n t h i s l e t t e r along w i t h the
indicate
questionnaires
to me.
Your a s s i s t a n c e
greatly
i n h e l p i n g me complete my t h e s i s i s
appreciated.
L o u i s a W. Z.erbe
I n s t r u c t o r , The U n i v e r s i t y o f L e t h b r i d g e
PLEASE SEND ME MY PERSONAL PROFILE TO:
68
September 198 0
Dear Doctor,
During the summer, you r e c e i v e d a package c o n t a i n i n g
two
(2) q u e s t i o n n a i r e s
Socio-cultural Questionnaire).
Success o f my master's
t o me.
and I a p p r e c i a t e
I r e a l i z e t h a t your
your a s s i s t a n c e i n
h e l p i n g me.
69
September 1980
Dear Lawyer,
During the summer, you r e c e i v e d a package c o n t a i n i n g
two
(2) q u e s t i o n n a i r e s
( C a t t e l l s 16 PF Form C and a
1
Socio-cultural Questionnaire).
Success o f my master's
t o me.
and I a p p r e c i a t e
I r e a l i z e t h a t your
your a s s i s t a n c e i n
h e l p i n g me.
70
September 1980
Dear A t h l e t e ,
During the summer, you r e c e i v e d a package c o n t a i n i n g
two
(2) q u e s t i o n n a i r e s
Socio-cultural Questionnaire).
Success o f my master's
t o me.
I r e a l i z e t h a t your time
L o u i s a W. Zerbe, I n s t r u c t o r
The U n i v e r s i t y o f L e t h b r i d g e
71
Fall
1980
Dear S u b j e c t ,
Here are your r e s u l t s o f the 16 PF
(Cattell's
S i x t e e n P e r s o n a l i t y F a c t o r Q u e s t i o n n a i r e ) t h a t you completed
d u r i n g the summer.
complete
Sincerely,
L o u i s a W. Zerbe
I n s t r u c t o r , The U n i v e r s i t y o f L e t h b r i d g e
APPENDIX B
P e r s o n a l i t y and
Socio-Cultural
Information
1.
Cattell's
16 PF Form C
2.
Socio-Cultural Questionnaire
3.
S o c i o - C u l t u r a l T a l l y Sheet
4.
16 PF P e r s o n a l i t y
Profile
"13.
DO NOT COPY PAGES -73-87
Form C
1969 EDITION R
WHAT TO DO: Inside this booklet are some questions to see what interests you have
and how you feel about things. On most items there are no "right" or "wrong"
answers because people have the right to their own views. All you have to do is
answer what is true for you.
If a separate answer sheet has not been given to you, turn this booklet over and
tear off the answer sheet on the back page. Write your name and other information asked for on the answer sheet.
First, read the four EXAMPLES below and mark your answers on (Ae answer
sheet where it says EXAMPLES.
Fill in the box completely:
EXAMPLES:
1. I like to watch team games,
a. yes, b. occasionally, c. no.
In the last example there is a right answerkitten. But there are very few such
reasoning items.
Ask now if something isn't clear.
When the examiner tells you, start with number 1 and answer the questions.
Keep these four things in mind:
1. Give only answers that are true for you. It is best to say what you really think.
2. Don't spend too much time thinking over each question. Give the Hrst, natural
answer as it comes to you. Of course, the questions are too short to give you
all the information you might like, but give the best answer you can under the
circumstances.
3. Answer every question one way or the other. Don't skip any.
4. You should mark the a or c answer most of the time. Mark the middle b
answer only when you feel you have to, because neither a nor c seems to be
right for you.
S-^r^
'
*"
Photocopying, mechanic.!. , | t
w
,.. .
L S A Not
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i {
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C t t i l o j No. SC 051
b. in between,
c. no.
a. true,
c. no.
b. occasionally,
b. a saint,
a. true,
c. a cloud.
14.
a. yes,
16.
c. no.
17.
8.
b. uncertain,
b. sometimes,
c. false.
a. yes,
c. no.
b. sometimes,
c. false.
b. in between,
c. false,
c. no.
b. in between,
a. my good friends,
b. uncertain,
c. a diary.
20.
c. no.
I think the
"inexact" is:
a. casual,
b. in between,
c. no.
a. yes,
b. occasionally,
10.
c. false.
b. uncertain,
a. true,
c. false.
b. sometimes,
b. uncertain,
a. yes,
c. false.
13. When someone speaks angrily to me, I can forget the matter quickly.
b. in between,
21.
c. seldom.
b. accurate,
of
the
opposite
of
c. rough.
opposite
b. in between,
c. no.
a. yes,
b. uncertain,
a. insurance,
b. in between,
c. good fortune.
c. false.
a. yes,
b. in between,
a. yes,
c. a colonel.
b. sometimes,
c. never.
c. false.
c. sun.
a. to irritate me,
b. in between,
c. not to bother me at all.
a. yes,
b. near,
b. occasionally, c. no.
a. true, b. in between,
c. no.
b. sometimes,
c. no.
b. uncertain,
c. no.
b. sometimes,
( E n d , c o l u m n 2 o n answer sheet.)
c. no.
b. in between,
c. no.
1L
b. in between,
c. no.
b. in between,
c. no.
a. forest,
45. When I meet new people, I'd rather:
a. rarely,
c. no.
b. uncertain,
c. false.
tempta-
c. no.
a. yes,
b. in between,
c. no.
b. in between,
62. I enjoy talking more with polished, sophisticated people than with outspoken, down-toearth individuals.
a. always,
c. unlikely.
b. uncertain,
b. uncertain,
a. true,
c. frequently.
a. taking a gamble,
b. in between,
c. playing it safe.
b. occasionally,
c. leaf.
a. yes,
b. plant,
c. seldom.
64. If a person doesn't answer when I make a suggestion, I feel I've said something silly.
a. true,
b. in between,
c. false.
a. Columbus,
b. uncertain,
c. Shakespeare.
78. I have to stop myself from getting too involved in trying to straighten out other people's problems.
a. yes,
70. I am happy to oblige people by making appointments at times they prefer, even if it is a bit
inconvenient to me.
a. yes,
b. sometimes,
c. no.
c. 7.
c. no.
c. no.
a. yes,
74. I live for the "here and now" more than most
people do.
a. true,
b. uncertain,
c. no.
72. I have occasionally had a brief touch of faintness, dizziness, or light-headedness for no apparent reason.
a. yes,
b. in between,
b. uncertain,
c. no.
a. yes,
b. sometimes,
b. 5,
c. no.
a. 10,
b. sometimes,
b. sometimes,
c. no.
c. false.
a. true,
5
b. sometimes,
c. false.
IS.
b. uncertain,
96. I think that even the most dramatic experiences during the year leave my personality
much the same as it was.
c. false.
a. yes,
b. sometimes,
b. uncertain,
c. false.
b. on time,
a. yes,
a. yes,
b. occasionally,
c. seldom.
b. occasionally,
b. occasionally,
c. false.
a. yes,
c. no.
a. yes,
b. sometimes,
c. no.
c. no.
a. yes,
c. no.
93. I am shy, and careful, about making friendships with new people.
a. yes,
b. occasionally,
b. occasionally,
c. no.
a. yes,
b. in between,
c. no.
b. sometimes,
c. fast.
89. I am bored:
a. often,
c. no.
c. false.
b. sometimes,
b. sometimes,
c. no.
c. no.
a. think,
b. see,
c. hear.
a. yes, generally,
b. occasionally,
c. no, rarely.
a. cousin,
6
b. nephew,
(End of test.)
c. uncle.
EXAMPLES:
'.-'-J.
V'
to*) o c c u r t n o i i
CM * a m u s u c
( m i a CMS r
. c
b
a
7
10
b
b
18
20
21 r j
22 f ]
23 r j
24 r j
c
c
e
c
a
b
c
a
18
"A
. > c
13
19 r j
25 r j
26 r j
27 r j
12
29
3 0
SI
32
33
34
35
36 (f|
37 r j
38 r j
38 r j
40 r j
AdulttetocUldascattstoi
.Mttan, b . i o f ,
(.baby. ..
42
44
49
47
48
49 r j
c
a
b
60
51 rj
63
54
59
60 r j
65
8 8
IL'Ti' ' " V r " " ' ' V " " ' "
l,Z'l?o\
D,W. C h a m j l l ^ nl' . .7:' '"'-"'io .. A l l
ol
U r l v e , ( . h a m pco l f l n , I l l i n o i s , U . S . A .
, Q l i , >
?
P r i n u d in U . S . A .
87
88
104 (f)
105
90 r j
E
F
a
M
I
L
98
95
97
N
O
98
82 r j
a
b
a b
a
b
c
. . '.
*
83 r j
103
80
94
89
99
100
,0
102
Q
Q
' '
' "
' - l " ' - " ' i o n o l copyrijh.
p r o p . , , , , i h . , , . , . . d by T h . I n . t i ' u . . (o
b
86
77
((/
93
c
b
b
74 rj
91
c
75 r j
b
b
a
b
76 Q
a
b
c
c
a
b
b
?
c
78 Q
a
b
79
c
a
b
c
a
b
c
b
c
a
b
c
b
81 r j
b
c
73 r j
72 (f]
67
66
71
62
44
70 r j
61
63 r j
69
Q
b
68
c
Q
Q c
67
66
55
5 2
45 r j
43 r j
Qi
Qi
Q_
io i l
c o o n l r i a i under the B e r n e U n i o n , B u e n o i A i r e i ,
P e r s o n a l i t y a n d A b i l i t y T e s t i n g , 1602-04 C o r o n o d o
16 P F - C D o - 9 A A
SOCIO-CULTURAL QUESTIONNAIRE
DATE:
SEX:
1980
MALE
FEMALE
PROFESSION: Lawyer
Doctor
Athlete
AGE:
PLEASE INDICATE YOUR ANSWER WITH A CHECK MARK ( y/) . IF THE
QUESTIONS DO NOT APPLY TO YOU PLEASE INDICATE WITH N.A.
1.
UNITED STATES_
EUROPE
( s p e c i f y country)
(specify)
2.
3.
BROTHERS
SISTERS
I n d i c a t e the b i r t h o r d e r o f YOURSELF, your BROTHERS and
your SISTERS:
first
born:
second born:
third
born:
f o u r t h born;
fifth
others
4.
born:
(specify):
P u b l i c School NAME:
GRADES ATTENDED:
B.
P r i v a t e School NAME:
GRADES ATTENDED:
81
A.
B.
YES
NO
( s p e c i f y province)
UNITED STATES
( s p e c i f y state)
'
OTHER ( s p e c i f y country)
C.
( s p e c i f y province)
UNITED STATES
(specify state)
OTHER ( s p e c i f y country)
'
FATHER
GRANDFATHER
BROTHER
SISTER_
GRANDMOTHER
_OTHER ( s p e c i f y )
A.
B.
I f yes, i d e n t i f y these a c t i v i t i e s :
C.
D i d you p a r t i c i p a t e i n an o r g a n i z e d s p o r t s c l u b o r
program o u t s i d e the s c h o o l program ( i . e . minor league
b a s e b a l l , p r i v a t e c l u b s , e t c . ) YES_ N0_
D.
I f yes, i d e n t i f y these a c t i v i t i e s :
A.
B.
I f yes, i d e n t i f y these a c t i v i t i e s :
C.
D i d you p a r t i c i p a t e i n an o r g a n i z e d s p o r t s c l u b o r
program o u t s i d e o f the high s c h o o l program ( i . e . minor
league hockey, p r i v a t e t e n n i s , e t c . ) YES_ NO
D.
I f y e s , i d e n t i f y these a c t i v i t i e s :
A.
B.
I f yes, i d e n t i f y these a c t i v i t i e s :
82
10.
C.
D i d you p a r t i c i p a t e i n an organized s p o r t s c l u b o r
program o u t s i d e o f the u n i v e r s i t y program ( i . e .
p r i v a t e t e n n i s c l u b , v o l l e y b a l l , e t c . ) YES
NO
D.
I f yes, i d e n t i f y these
NATIONAL__
HIGH SCHOOL_
RECREATIONAL_
11.
activities:
t h a t you
PROVINCIAL (STATE)
ELEMENTARY
CLUB
OTHER ( s p e c i f y )
'
13.
A.
B.
14.
15.
4-7
10-13
13-16
16-20
more than 20
A.
B.
I f yes, i n what way do you f e e l t h a t you are i n compet i t i o n w i t h others i n your p r o f e s s i o n o r your s p o r t
( i . e . s t a t u s , p l a y i n g p o s i t i o n , p l a y i n g time)
16.
7-10
GOOD
AVERAGE_
BELOW AVERAGE
POOR
UNITED STATES_
EUROPE ( s p e c i f y country)
OTHER ( s p e c i f y country)
17.
83
18.
D i d e i t h e r o f your parents a t t e n d u n i v e r s i t y :
MOTHER:
19.
OTHER
FATHER:
Yes_
No
SALES PERSON
OTHER
ENGINEER
LAWYER
DOCTOR
HOUSEWIFE
(specify)
TEACHER
21.
No_
20.
Yes
SALES PERSON
occupation:
ENGINEER
LAWYER
DOCTOR_
ACCOUNTANT
(specify)
A.
B.
I f yes, i d e n t i f y these a c t i v i t i e s ;
C.
NATIONAL_
ELEMENTARY
PROVINCIAL_
CLUB
UNIVERSITY
RECREATIONAL
OTHER(specify)
22.
A.
D i d your f a t h e r ever p a r t i c i p a t e i n an a t h l e t i c o r
sport a c t i v i t y :
YES
NO
B.
I f yes, i d e n t i f y these a c t i v i t i e s :
C.
At what l e v e l s d i d your f a t h e r
INTERNATIONAL_
HIGH SCHOOL
OTHER
23.
NATIONAL_
ELEMENTARY
participate:
PROVINCIAL
CLUB
UNIVERSITY
RECREATIONAL
(specify)
A.
Do e i t h e r o f your parents s t i l l p a r t i c i p a t e i n an
a t h l e t i c o r sport a c t i v i t y :
MOTHER: Yes_ No
FATHER: Yes_ No
B.
I f yes, i d e n t i f y these a c t i v i t i e s :
MOTHER: :
FATHER:
84
TALLY SHEET
SUBJECT:
ATHLETE
SUBJECT NUMBER:
FACTOR:
DOCTOR
SPORT:
CULTURE:
LAWYER
AGE:
Q
~2-
(QUESTIONS 1,16,17)
SUBJECT:
CANADIAN/AMERICAN/OTHER_
MOTHER
CANADIAN/AMERICAN/OTHER_
FATHER
CANADIAN/AMERICAN/OTHER
FAMILY SIZE
3 4 5 6
7 8 9 10
BIRTH ORDER:
(QUESTION 3)
5th
EDUCATION:
6th
1 s t born_
7th
8th
2nd
9th
3rd
4th_
10th
PRIVATE
PRIVATE
ATTENDING: Yes
ATTENDED: Yes
PROFESSIONAL OR ATHLETIC
TRAINING: PROV._
COUNTRY
INITIAL INTEREST
ATHLETIC EXPERIENCE:
(QUESTION 7,8,9,10,11)
ELEMENTARY SCHOOL:
YES
NO
ACTIVITIES
OUTSIDE CLUB:
YES_
NO_
ACTIVITIES:
HIGH SCHOOL:
YES_
NO_
ACTIVITIES:
OUTSIDE CLUB:
ACTIVITIES:
YES__
NO_
No
No_
85
UNIVERSITY:
YES
N0_
ACTIVITIES :
OUTSIDE CLUB:
YES_
NO_
ACTIVITIES:
HIGHEST LEVEL OF COMPETITION:
PROVINCIAL_
CLUB_
UNIVERSITY
INTERNATIONAL
HIGH SCHOOL
NATIONAL
ELEMENTARY
OTHER
STILL ACTIVE:
YES_
ACTIVITIES : '
NO_
'
YES_
NO_
ACTIVITIES:
LEVEL: INTERNATIONAL_
UNIVERSITY_
HIGH SCHOOL_
REC REATIONAL_
FATHER:
NATIONAL_
YES_
ACTIVITIES :
ELEMENTARY_
NO_
CLUB_
OTHER
UNIVERSITY_
PROVINCIAL_
:
NATIONAL_
HIGH SCHOOL_
PROVINCIAL
ELEMENTARY_
CLUB_
OTHER
FATHER
YES_
NO
ACTIVITIES
MOTHER
YES
NO
ACTIVITIES_
INDIVIDUAL DATA
GOOD_
AVERAGE_
BELOW
YES_
POOR
NO
YES_
4-7
7-10
10-13
YES_
NO_
IF YES, IDENTIFY
NO_
13-16
16-20
20
PARENT'S DATA:
MOTHER'S: HOUSEWIFE_
DOCTOR_
FATHER'S: LAWYER
SALES PERSON_
TEACHER_
DOCTOR
SALES PERSON_
ENGINEER_
LAWYER
OTHER
MECHANIC
ENGINEER_
TEACHER_
ACCOUNTANT;
OTHER
YES
NO
FATHER:
YES
NO
16 Hr TtiT PROFILE
Raw
Scar*
Fon
F B
I A / C / E I
AFFECTED
(STEN)
10
4-4-4
BY FEELINGS,
S O B E R . TACI1URN, SERIOUS
(Desurgency)
E X P E D I E N T . DISREGARDS RULES
(Weaker superego strength)
EMOTIONALLY
T R U S T I N G , ACCEPTING C O N D I T I O N S
P R A C T I C A L . "DOWN-TO-EARTH"
CONCERNS
(Pro-em.a)
F O R T H R I G H T , UNPRETENTIOUS,
GENUINE BUT S O C I A L L Y
CLUMSY
(Aniessness)
S E L F - A S S U R E D , PLACID, SECURE.
C O M P L A C E N T , SERENt
(Untroubled adequacy)
S T A B L E . MATURE,
A S S E R T I V E , AGGRESSIVE, STUBBORN,
COMPETITIVE
(Dominance)
H A P P Y - G O - L U C K Y , ENTHUSIASTIC
(S_tgency)
C O N S C I E N T I O U S . PERSISTENT,
MORALISTIC, STAID
[Stronger superego strength)
V E N T U R E S O M E , UNINHIBITED.
SOCIALLY BOLD
THREAT-SENSITIVE
(Threctiu)
ABSTRACT
F A C E S REALITY, C A L M
(Higher ego strength)
T E N D E R - M I N D E D , SENSITIVE,
CLINGING, O V E R P R O T E C T E D
(Prems.al
T O U G H - M I N D E D , SELF-RELIANT,
REALISTIC
(Homo)
EMOTIONAL-
S H Y . TIMID,
HIGH SCORE
DESCRIPTION
MORE INTELLIGENT.
CONCRETE-
S U S P I C I O U S , HARD TO FOOL
(Pretension)
(Alaxia)
I M A G I N A T I V E , BOHEMIAN,
ABSENT-MINDED
(Aulia)
A S T U T E . POLISHED, SOCIALLY
AWARE
(Shrewdness)
A P P R E H E N S I V E , SELF-REPROACHING.
INSECURE, WORRYING, T R O U B L E D
(Guilt proneness)
Qi
C O N S E R V A T I V E , RESPECTING
TRADI TIONAL IDEAS
(Conservatism of temperament)
E X P E R I M E N T I N G , LIBERAL, FREETHINKING
(Radicalism)
Q.
S E L F - S U F F I C I E N T , RESOURCEFUL,
P R E F E R S OWN DECISIONS
(Self-sufficiency)
UNDISCIPLINED
0.
SCORE
THINKING
(Lower scholostlc rrtentol capacity)
TEN
^hAverag
B / D
LESS INTELLIGENT.
STANDARD
LOW SCORE
DESCRIPTION
R E S E R V E D , O E T A C H E D , CRITICAL.
ALOOF. STIFF
(Sliothym.o)
F Q
Total
Stan*
dard
Scora
Q.
SELFCONPLICT,
LAX,
FOLLOWS O W N URGES, C A R E L E S S O F
SOCIAL RULES
(Lo.v integration)
T E N S E , F R U S T R A T E D , DRIVEN,
OVERWROUGHT
(High ergic tension)
R E L A X E D . TRANQUIL.
UNFRUSTRA1 ED, COMPOSf.D
(Low ergic tension)
of
by a b o r t
1
1 J %
1
4.4%
t . 1 % 15 0 %
11.1% I t 1%
7
15 0 %
I
9.1%
f
4.4%
10
1J%
U
af
obta'aoa*
adalri
APPENDIX C
N o n - S i g n i f i c a n t Anova Tables
and C h i Square Tables
1.
Stability
2.
Anova Table f o r A s s e r t i v e n e s s
3.
Anova Table f o r C o n s c i e n t i o u s n e s s
4.
5.
6.
Anova T a b l e f o r S e l f - S u f f i c i e n c e
7.
Chi-Square
Table f o r B i r t h
8.
Chi-Square
Table f o r Family
9.
Chi-Square
Table f o r C u l t u r e
Order
Size
89
TABLE A
ANOVA TABLE FOR 16 PF V a r i a b l e C
Variable:
EMOTIONAL STABILITY
Analysis of Variance
Source
F-ratio
D.f.
Sum o f Squares
Mean Squares
395.3715
131.7905
85
5811.2812
68.368.0
88
6206.6526
F-prob,
Between Groups
1.928
0.1312
W i t h i n Groups
Total
TABLE B
ANOVA TABLE FOR
Variable:
16 PF VARIABLE E
ASSERTIVENESS
Analysis of Variance
Source
F-prob.
D.f.
Sum o f S q u a r e s
Mean S q u a r e s
38.4196
12.8065
W i t h i n Groups
85
485.9849
5.7175
Total
88
524.4045
F-ratio
Between Groups
2.240
0.0895
91
TABLE C
ANOVA TABLE FOR 16 PF VARIABLE G
Variable:
CONSCIENTIOUSNESS
A n a l y s i s of Variance
F-ratio
Source
F-Prob.
D.f.
Between Groups
0.684
Within
Total
Sum o f Squares
Mean Squares
10.8375
3.6125
85
448.9627
5.2819
88
459.8002
0.5643
Groups
92
TABLE D
ANOVA TABLE FOR 16 PF VARIABLE I
Variable:
TOUGH-MINDED
Analysis of Variance
F-ratio
Source
F-Prob.
Between Groups
Mean Squares
30.2990
10.0997
W i t h i n Groups
85
373.6617
4.3960
Total
88
403.9606
2.297
0.0834
93.
TABLE E
ANOVA TABLE FOR 16 PF VARIABLE 0
Variable:
ASSURANCE
Analysis of Variance
F-ratio
Source
F-prob,
D.f.
Between Groups
2.550
Sura o f Squares
Mean Squares
48.2199
16.0733
6.3041
0.0611
W i t h i n Groups
85
535.8485
Total
88
584.0684
94
TABLE F
ANOVA TABLE FOR 16 PF VARIABLE Q
Variable:
SELF-SUFFICIENCY
Analysis of Variance
F-ratio
Source
F-prob.
D.f.
Between Groups
2.375
Sum o f Squares
Mean Squares
44.3347
14.7782
6.2231
0.0758
W i t h i n Groups
85
528.9655
Total
88
573.3002
95
TABLE G
A CHI SQUARE STATISTIC
FOR
MALE
ATHLETES
FEMALE
ATHLETES
MALE
PROFESSIONALS
FEMALE
PROFESSIONALS
Column
Total
1st
2nd
3rd
4th
5th
( B i r t h Order)
7
6th
7th
8th
28
31.5
21.4
21.4
25.0
10.7
7.1
7.1
0.0
7.1
28.6
25.0
36.8
30.0
28.6
50.0
0.0
66.7
6.7
6.7
7.9
3.4
2.2
2.2
0.0
2.2
11
29
10.3
27.6
37.9
3.4
6.9
6.9
3.4
3.4
32.6
14.3
33.3
57.9
10.0
28.6
50.0 100.0
33.3
3.4
9.0
12. 4
1.1
2.2
2.2
1.1
1.1
20
22.5
30.0
30.0
0.0
25.0
15.0
0.0
0.0
0.0
28,6
25.0
0.0
50.0
42. 9
0.0
0.0
0.0
6.7
6.7
0.0
5.6
3.4
0.0
0.0
0.0
12
13.5
50.0
33.3
8.3
8.3
0.0
0.0
0.0
0.0
28.6
16.7
5.3
10.0
0.0
0.0
0.0
0.0
6.7
4.5
1.1
1.1
0.0
0.0
0.0
0.0
21
24
19
10
23.6
27.0
21.3
11.2
7.9
4.5
1.1
X*
89
3.4 100.0
96
TABLE H
A CHI SQUARE STATISTIC
FOR
:
:
:
:
: 1
28
31.5
(Family Size)
0
MALE
ATHLETES
FEMALE
ATHLETES
14.3
42. 9
25.0
3.6
7.1
0.0
0.0
7.1
0.0
25.0
34.3
38.9
20.0
33.3
0.0
0.0
66.7
0.0
4.5
13.5
7.9
1.1
2.2
0.0
0.0
2.2
13
29
0. 0
0.0
3.4
0.0
32.6
0.0
20.7
44.8
24.1
6.9
0.0
37.5
37.1
38.9
40.0
0.0
o.o. 5 0 . 0
0.0
0.0
6.7
14.6
7.9
2.2
0.0
0.0
1.1
0.0
20
22.5
10.0
20.0
15.0
20.0
10.0
15.0
0.0
5.0
5.0
25.0
8.6
22.2
40.0
50. 0
0.0
50.0
33.3
2.2
4.5
3.4
4.5
2.2
3.4
0.0
1.1
1.1
12
13.5
16.7
16.7
58.3
0.0
0.0
8.3
0.0
0.0
0.0
12.5
20.0
0.0
0.0
16.7
0.0
0.0
0.0
2.2
7.9
0.0
0.0
1.1
0.0
0.0
0.0
16
35
18
89
4.5
18.0
39.3
20.2
5.6
6.7
0.0
2.2
3.4
100.0
FEMALE
50. 0
PROFESSIONALS
2.2
Total
12
0.0
MALE
50.0
PROFESSIONALS
Column
= 25.80316,
p<0.2141
97
TABLE 1
A CHI SQUARE STATISTIC FOR
THE SOCIO-CULTURAL FACTOR CULTURE
Count
Row%
Col%
Total
MALE ATHLETES
FEMALE ATHLETES
MALE PROFESSIONALS
:
:
Canadian
:
:
American
Other
26
28
92. 9
0.0
7.1
31.5
34.7
0.0
15.4
29.2
0.0
2.2
27
29
93.1
0.0
6.9
32.6
36.0
0.0
15.4
30.3
0.0
2.2
13
65.0
5.0
30.0
17.3
100.0
46.2
14.6
1.1
6.7
9
FEMALE PROFESSIONALS
Column
Total
75.0
0.0
25.0
12.0
0.0
23.1
10.1
0.0
3.4
75
13
84. 3
1.1
14.6
20
22.5
12
13.5
89
100.0
98
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