This study was designed to develop a rating instrument to measure the effectiveness of the first phase of management education for an Air Force officer, An officer's ability to lead, the first objective of management training, is intrinsically related to the ability to write, speak, and solve problems. These were behaviorally stated in a 60 item survey. Supervisors (N = 174) were asked to rate the frequency of occurrence of these behaviors for a subordinate. The survey was administered on two occasions to supervisors of officers eligible for training. Item analysis of the results reflected a strong favorable response bias with usable variability. Data indicated the instrument was a unidimensional internally consistent scale.

The problem of this study was to factor-analyze Rokeach's Dogmatism Scale and examine the factor structures of the scale for differences in the solutions obtained for the male and female groups. It was hypothesized that the Dogmatism Scale consists of several discriminable dimensions of the construct dogmatism and that these dimensions differ significantly for males and females. The dogmatism scale was administered to 186 male and 115 female college students. The male and female solutions yielded thirteen and sixteen orthogonal factors, respectively. Six male factors and eleven female factors were unique to their respective sex groups, indicating that the Dogmatism Scale is multidimensional and that significant sex differences are found when these dimensions are examined.

A fifty-item questionnaire, representing personality attributes related to behaviors used to index the phenomenon of learned helplessness, was administered to 152 undergraduate students. Based upon factor analysis of the results, six subscales were developed to predict latency of response, failures to solve, and trials to task criterion of anagram solving, this being used to index the phenomenon of learned helplessness. The subscales comprised a ninety-item questionnaire given to seventy-seven undergraduate students three days before participation in the experiment proper. The subjects attempted to solve Levine (1971) discrimination problems (designed to be insolvable) and then attempted to solve patterned anagrams. Contrary to the learned helpless model of depression (Miller and Seligman, 1973), depression was curvilinearly related to latency of response and failures to solve in the anagram task. In addition, internal locus of control was linearly related to trials to criterion.