ERIC Number: ED021195
Record Type: RIE
Publication Date: 1966
Reference Count: N/A
Psycho-Social Characteristics of Secondary School Vocational Trainees Rated by their Instructors as Having Poor Worker Potential.
Johnson, Donald Henry
A study was made of 269 boys and 388 girls enrolled in "capstone" courses in 30 cooperating schools of Wisconsin's Pilot Program in Vocational Education. The purpose was to identify psychosocial characteristics of secondary school trainees rated by their teachers as having poor employment potential. Characteristics were analyzed in terms of ratings of on-the-job performance and of the probable acceptability of the student as an employee. Data were obtained on intelligence, achievement, school grades, father's occupation, parental educational levels, wage aspirations, educational and vocational plans, career objectives, expected entry jobs, attitudes toward geographic mobility, work orientation, work model identification, work and achievement value orientations, subject matter preference, major life satisfactions, and self-ratings. Boys rated as potentially poor performers were relatively low in intelligence, grades, aspirations, achievement value, and self-image. Girls similarly rated tended to be relatively low in the same areas. However, girls and boys were judged on somewhat different sets of criteria. Boys rated as unemployable showed characteristics frequently attributed to workers who often fail to find jobs or are often dismissed. (The document includes 48 tables, 133 references, and appendixes.) (ly)
Descriptors: Academic Achievement, Doctoral Dissertations, Employment Potential, Females, Intelligence, Males, Psychological Characteristics, Rating Scales, Research, Secondary Education, Self Concept, Social Characteristics, Student Educational Objectives, Student Evaluation, Trainees, Vocational Education, Work Attitudes
University Microfilms, 300 Zeeb RD., Ann Arbor, Michigan 48106 (Order No. 66-9926, MF $3.00, Xerox $8.60).
Publication Type: N/A
Education Level: N/A
Authoring Institution: Wisconsin Univ., Madison.
Note: Ph.D. thesis