This study investigated the possible differential effects of a series of soluble discrimination problems on internal versus external locus of control subjects. It was hypothesized that externals exposed to a series of discrimination problems would perform better on a test task than external controls, while internals exposed to the same problems would not perform better on the test task relative to their controls. As anticipated, the internals were not affected by the discrimination problems. However, contrary to expectations, the externals were not facilitated by exposure to the soluble problems. Since many external subjects failed to solve all of the soluble problems, a facilitative effect may depend upon the problems being solved.

The following research questions were investigated: (a) Can the age-mates scales from the Dales developmental task scales be used with southwestern-urban adolescent populations? (b) Are there any systematic differences between northeastern-nonurban and southwestern-urban subject populations on the response to these scales? The subjects consisted of 884 adolescents, 11 through 15 years, evenly divided by sex. Subject responses were analyzed by sex and age groups using Guttman scalogram analysis. Goodman's test of significance revealed that the results could have occurred by chance (p > .05). The instrument in its present form was not found useful'-for an urban population. Lack of reproducibility made comparison of the performance of urban and nonurban adolescents unjustified.

This study investigated relationships involving peer acceptance, mathematics achievement, and birth order among 74 fifth-grade students. The children were administered a standardized achievement test and a sociometric measurement in one sitting. They were then listed in rank order on the basis of number of choices received for each of two areas-- Social- and Work-acceptance. A comparison of High and Low Social- and Work-acceptance groups in terms of mean mathematics-achievement scores indicated a significant positive interaction between peer acceptance and mathematics achievement. No significant difference was evidenced between mean mathematics-achievement scores of males and females. As expected, birth order was not shown to interact significantly with Social- or Work-acceptance for either sex. Results indicate the importance of utilizing various techniques such as sociometrically determined work groups and seating arrangements in order to improve the peer climate of the classroom.

The present study was designed to investigate the interrelationships of various school-related attitudes and mathematics achievement in a sample of 104 fifth-grade students. A version of the Semantic Differential was used to assess student attitudes toward school, mathematics, teachers, and mathematics teachers. Achievement in mathematics was measured using the Wide Range Achievement Test and classroom grade in mathematics. Higher correlations between the attitude and achievement variables were obtained when classroom grade was used as the achievement measure. Weights generated for each of the attitude variables in multiple regression equations designed to predict each achievement measure were nonsignificant for males, females, and the total sample. Results were discussed and recommendations for future research were made.