Lab report
atheerhamed
SampleIntroMethodsResults.pdf
1
Risk-Takers with Specialized Survival Traits: Some
Personality Characteristics of Scuba Divers
Donald F. Kendrick and Susan M. Gant
Middle Tennessee State University
2010 1
1 The title page contains the title of the paper, the authors, the institution affiliation, and the year, all centered and in
that order as you see above. The entire document has page numbers in the upper right-hand corner. you may add
header info, as discussed in the textbook (chapter 15) and in the pocket guide, but it's not needed for class.
2
Risk-Takers with Specialized Survival Traits: Some Personality
Characteristics of Scuba Divers 2
Recently there has been an increase in the popularity of high-risk recreational activities
(Morgan, 1995; Biersner, & LaRocco, 1983). 3 Many individuals who feel drawn to participate in
these types of activities are seeking out experiences that involve complex and varied stimulation.
They are known to put themselves at risk, physically and socially, for the sensation that has been
commonly referred to as “a rush” (Taylor, O’Toole, Auble, Ryan, & Sherman, 2002; Zuckerman,
1979). Since the introduction of Zuckerman’s Sensation Seeking Scale (1979) 4 , many
researchers have explored the personality traits of “thrill-seekers.” 5
A typical high sensation seeker chooses to participate in activities that maximize external
stimulation (Zuckerman, 1979). Some of the personality traits that have been assessed by
researchers as being correlated to high sensation seeking are trait anxiety, perceived locus of
control, self-esteem, and impulsivity (e.g., Biersner & LaRocco, 1983; Zuckerman, 1979; Rossi
& Cereatti, 1993; Taylor, O’Toole, Auble, Ryan & Sherman, 2001; Furnham, 1984; Zuckerman
& Kuhlman, 2000). Much of the past research on risk-takers used measures that were designed
to assess abnormal personality characteristics such as the MMPI. When these types of measures
2 The title is repeated on the second page, which begins the literature review; also notice that the title is double-
spaced and that it is double spaced from title to first sentence of the first paragraph. Paragraph formatting puts an
extra half-space between paragraphs, so you need to go into that menu and change it. In Word, you check the box
that says no extra space between paragraphs. 3 Citations are to journal articles in the References at end of the paper and include the authors last names and the
year of the article. Many students try to use "et. al." in place of authors names, but the rules for proper use for "et.
al." are complicated and students rarely use it correctly. It's best to use all authors last names, all the time. 4 Notice that citations may have authors and years in parentheses, or the author as text and only the year in
parentheses. If you quote, which is not a good idea, include the page number for the quote. 5 The first paragraph starts general and the information becomes more specific.
3 are used, recreational and professional risk-takers (such as scuba divers) do not differ from
normative samples (Biersner & Cameron, 1970; Biersner & LaRocco, 1983). More recent
studies, which have assessed risk-takers who participate in a variety of activities (such as
mountain climbing, bull riding, skydiving, etc.), compare these groups to more appropriate
normative groups (those who do not participate) 6 . Such studies have indicated that those
individuals who score high in sensation seeking score differently in the areas of impulsivity, self-
esteem, anxiety, masculinity, and locus of control (Morgan, 1995; Taylor, O’Toole, Auble, Ryan
& Sherman, 2001; Brievic, 1994).
Few studies have been done in this area that measure specific types of risk-takers (as
determined by the activity in which they participate) on several personality scales at once. One
type of risk-taker that has not been thoroughly assessed as of yet is the scuba diver. It has been
shown that individuals enrolled in beginner scuba diving classes score lower than average in
state and trait anxiety when measured (Morgan, 1995; Biersner & LaRocco, 1983). Some
studies have found that scuba divers score significantly lower on locus of control measures
(Biersner & LaRocco, 1983). These results, when contrasted with studies of other types of risk-
takers (see Migdal, 1990), suggest that some individuals who are drawn to scuba diving may be
considered a specialized sub-group of sensation seekers whose personality traits increase
survivability. 7
The accessibility of scuba diving as a recreational activity has increased. At several
resorts and on many cruise lines, scuba diving has become a popular activity. In these situations,
any guest that wishes to participate is given minimal training in the fundamentals of diving. An
6 If you say "recent research..." or "some researchers..." or "some studies..." you then need to provide citations of
what or who those are. 7 Although not done here, giving details of some of the studies is required. You may even spend an entire paragraph
on one part of one study. Also, your intro will be longer than this sample - about 6 pages or so.
4 interest in professional diving (Navy Seal, underwater welding, salvage, etc.) has increased as
well. As some corresponding personality traits of the sensation seeking individual, such as poor
impulse control, could prove to be a deadly combination during diving activity, it would be
beneficial 8 to determine what personality types are best suited to this high-risk activity.
The purpose of this study will be 9 to characterize the personality traits of the scuba diver.
A variety of personality inventories will be given including sensation seeking, impulsivity, trait
anxiety, self-esteem, assertiveness, locus of control, and androgyny. Three groups will be
compared: scuba diving students, experienced scuba divers, and non-divers. 10
Hypothesis One. 11
Scuba diving students and experienced divers will show higher levels
of sensation-seeking than nondivers.
Hypothesis Two. Scuba diving students and experienced divers will be lower on trait
anxiety than nondivers.
Hypothesis Three. Scuba diving students and experienced divers will differ on some of
the remaining personality surveys from nondivers.
Methods 12
Participants
Students at Middle Tennessee State University will be sampled. They will volunteer
from the Psychology Department subject pool, come from requests during Scuba classes, and
8 Here the authors are making a case for the need for some additional research, issues that have not been adequately
addressed by previous research. 9 The last paragraph of the introduction is the statement of purpose. In a proposal you use future tense "will be"
because you are proposing a project for the future. If you are reporting a study that you did already, then you use
past tense, "the purpose of this study was..." 10
The purpose is stated in one sentence, maybe two, then a short description of how the purpose will be fulfilled is
given. This may take one sentence or several. 11
After the purpose at least one testable hypothesis must be stated and typically 3-6 hypothesis are stated. This is
not typical publication style, but is required for Honor's thesis, Master's thesis, and Doctoral dissertations. 12
Notice that Methods begins right after the purpose paragraph (not on new page).
5 may come from random sampling from around campus.
13 All volunteers will be accepted.
Approximately 100 students will be sampled. 14
Materials
The MTSU consent form will be used (see Appendix A). 15
The consent form includes a
tear-off section with the researchers contact information that student keep. A Demographic
Survey (Appendix B) will ask gender, age, and scuba diving experiences (none, some, training,
experience level, etc.). Next in the packet of forms will be the Zuckerman Sensation Seeking
Scale, Form IV. This is a 36 question, self-report, forced choice (one of two) survey that
measures a need for stimulation in the respondent (see Appendix C). A high score (20 to 34)
indicates a great need for stimulation, an intermediate score (11 to 20) indicates an average need
for stimulation, and a low score (0 to 10) indicates an aversion to high levels of stimulation
(Zuckerman, 1979). 16
It is composed of 4 subscales: Thrill and Adventure Seeking, Boredom
Susceptibility, Disinhibition, and External Stimulation. Higher subscale scores indicate a greater
tendency to seek adventure, more likely to become bored, readier to release inhibitions, and more
enjoyment of sensory experience.
The Rotter Locus of Control Scale (see Appendix D) consists of 29 self-report, forced
choice (internal versus external response) questions. It is scored on an relative scale of 1-29,
13
If you use a specialized sampling technique, such as stratified sampling, use the term and describe the details of
how you will do it. Using the subject pool includes its own method - by posting announcements for students
enrolled in general psychology for students to select from several studies and sign up for those they are interested in. 14
How many will it take? All studies are different, make sure your number is reasonable for your study. 15
Full accurate copies of all forms and surveys are included in appendices at the end of the paper, after References.
Appendices start with A and lettered in order of mention (A, B, C, etc.). Scroll down to the end of the paper to see
the surveys in appendix format. 16
Notice that all surveys are described, terms defined, the possible scores are given as well as the meaning of high
and low scores. For equipment (computers, stopwatches, stimuli) detailed descriptions would be included with
make and model numbers, perhaps pictures of stimuli or diagrams (shown as Figures).
6 with a higher score indicating more external control, and a lower score indicating more internal
control (Rotter, 1966).
The Taylor Manifest Anxiety Scale (se Appendix E) is a 38 question, self-report, forced
choice (true or false) survey that measures the respondent’s level of trait anxiety. A high score
(16 to 38) indicates a higher than average level of trait anxiety, an intermediate score (6 to 15)
indicates an average level of trait anxiety, and a low score (0 to 5) indicates a lower than average
level of trait anxiety (Taylor, 1953).
The Rosenberg Self-Esteem Scale (see Appendix F) consists of 10 self-report, Likert-
style response questions that measure the respondent’s level of positive or negative feelings
about oneself (Rosenberg & Kaplan, 1982). Responses are summed and averaged for scores that
range from 1 to 5. Higher scores indicate higher self-esteem
The College Self-Expression Scale (see Appendix G) is a 50 question, self-report, Likert-
type response survey that measures assertiveness. The responses to each question are summed
for a range from 0-250. A high score (146 to 250) indicates the individual is strongly assertive.
An intermediate score (104 to 145) indicates that the individual is average in regards to
assertiveness. A low score (0 to 103) indicates that the individual is not assertive (Galassi, Delo,
Galassi & Bastien, 1974).
The Rosenbaum Self-Control Schedule (see Appendix H) consists of 36 self-report,
Likert-style response questions, which measures the respondent’s use of self-management
methods in problem solving. A high score (above 48) indicates frequent use of self-management
strategies. An intermediate score (6 to 47) indicates average use of self-management strategies.
A low score (below 6) indicates a minimal use of self-management strategies (Rosenbaum,
1980).
7 Procedures
The participants will be filling out the surveys in various campus locations depending
on where they were sampled.
The subject pool volunteers will arrive at an on-campus classroom and take their survey's
as a group. These instructions will be read to them: 17
On each desk is a packet of surveys. The first one is the consent
form. Please read it and sign and date if you agree to participate in
this study. The study involves questionnaires designed to classify
you regarding gender and age and a few other characteristics and
relate these to your personality as measured in the remaining
surveys. There is no time limit, please answer all survey items as
honestly as you can, do not skip any items, and if you are unsure
about how to answer, then please make your best guess. Once you
sign the consent form, please tear it off and hand it to me before
you begin filling out the surveys. Pencils are available; raise your
hand if you need one. When you have completed the surveys
please bring place them in this box; you may then leave. If you
would like to know the results of the study, which should be
complete in about 3 months, please write your email address on
your consent form and I will contact you, or simply email me at the
17
All research includes instructions to subjects. If they are short you may simply quote them verbatim as you see
here - nicely inset. If they are long or different instructions to different groups, then you will need to describe them
briefly here and put them in full in an appendix.
8 address shown on the bottom half of the consent form. You may
begin.
On-campus scuba classes 18
will also be visited and students will be asked to participate in
the study. They will be approached after class is over as they are leaving. They will fill out the
surveys on the spot, in the hallway, or in a nearby empty classroom if available. The same
instructions will be read to them (see above) as was read to the subject pool volunteers.
Professors will be contacted in person to request attendance during one of their non-scuba
classes to distribute the surveys during their class. Giving extra credit to those who volunteer
will be encouraged, but not required. The students will fill out the surveys during the class
period. They will be read the instructions as stated above.
Finally, students will be approached at various locations on campus such as outside the
library, the student union building, hallways and lounge areas in campus buildings, etc. They
will be asked to participate if they agree they will be read the same instructions as the other
participants. They may be in small groups, or lone individuals, and may fill out the surveys
sitting in the hall, at a booth in the grill, and tables and chairs in lounge areas.
Consent forms will be separated from survey packets 19
and put away for future use in
contacting those interested in the results. The surveys will be scored as they become available
and the data recorded in a spreadsheet (Microsoft Excel). Data collection is expected to take 30
days, with another two weeks for final scoring and recording. 20
18
Since subjects are being recruited from several sources, each source is discussed separately. 19
Keeping Consent forms separate from all other research materials is required by Ethics policies at MTSU (and
everywhere else too). 20
Think about the number of forms to score, the number of subjects, and make an educated guess at how long it will
take.
9 Results
21
Descriptive Statistics 22
Table 1 will show the number of experienced divers, student divers and non-divers. Also,
the number of males and females in each diver group will be presented. 23
A breakdown of the
number of subjects in each diver group by each college class level (freshmen, sophomore, junior,
and senior) will be presented. 24
The range of ages, mean age, and standard deviations, will be
presented next in text rather than in a table.
Table 2 25
will show the means and standard deviations for the given personality trait
measures. On the Zuckerman Sensation Seeking Scale the mean level of sensation seeking will
be reported with a standard deviation. On the Rotter Locus of Control Scale the mean level of
Internal/external control will be reported with a standard deviation. On the Taylor Manifest
anxiety Scale the mean level of trait anxiety will be reported with a standard deviation. On the
Rosenberg Self-Esteem Scale the mean level of positive/negative feelings will be reported with a
standard deviation. On the College Self-Expression Scale the mean level of assertiveness will be
reported, with a standard deviation. On the Rosenbaum Self-Control Schedule the mean level of
impulsivity will be reported, with a standard deviation. On the BEM masculinity femininity
scale the mean level of androgyny will be reported, with a standard deviation (see Table 2).
21
Results begin right after the Methods, not on a new page. 22
I like to separate the descriptive stats from the inferential stat with side headings, but this is my personal
preference - you won't find it in any book on APA style. 23
The number of subjects, number of males, females, etc., typically go in the subjects section, but some subject info
is better presented in the results. If it relates to sampling and obtaining subjects it goes in subjects, if it relates to the
numbers used to calculate means and standard deviations (and other stats) then the results is better place to report. 24
Every study is different. Report only those summary stats on the demographics that are relevant to your study.
Gender and Age are important here because the introduction showed that sensation seeking differed for males and
females and changes with age and experience. Be sure the variables you present here match your study; do not
blindly copy from this sample. 25
Tables and Figures go on the first page after first mention. This is Thesis and Dissertation Style in APA. Your
book and most reference sources will show you Journal Publication style in which the tables and graphs go at the
end. I like Dissertation style so that's what we use in this class.
10
Table 1
Number of Males and Females by College Classification and Diver Group
______________________________________________________________________________
Non-Diver Student Diver Experienced Diver
______________________________________________________________________________
Gender
Male XX XX XX
Female XX XX XX
Classification
Freshman XX XX XX
Sophomore XX XX XX
Junior XX XX XX
Senior XX XX XX
Other XX XX XX
*XX indicates a number will be provided once the data is available
11
Table 2 26
Means and Standard Deviations on the Personality Scales
____________________________________________________________________________
Personality Trait Survey Mean Level Standard Deviation
Zuckerman Sensation Seeking Scale XX XX
Rotter Locus of Control Scale XX XX
Taylor Manifest Anxiety Scale XX XX
Rosenberg Self-Esteem Scale XX XX
College Self-Expression Scale XX XX
Rosenbaum Self-Control Schedule XX XX
BEM Masculinity/Femininity Scale XX XX
*XX means numbers will be filled in when the data is available
26
Should this table show the means and sd's for the males and females, rather than overall means? Yes, it would be
a better table because the introduction pointed out that in past research sex differences are noted on many of these
traits.
12
Inferential Statistics 27
A 2x3 factorial analysis of variance 28
will be conducted to determine if sensation seeking
differed between the two genders and among the three diver groups. This will produce a main
effect of gender, a main effect of diver group and an interaction effect of gender by diver group.
It is expected that males and females will differ in sensation seeking, that the diver groups will
also differ and that an interaction effect will also be seen. The expected results are shown in 29
Figure 1. As can be seen in Figure 1, male and female non-divers score lower than the scuba
divers. Experience divers show higher mean levels of sensation-seeking than divers. An odd
finding shown in Figure 1 is the possibility that female scuba divers either do not differ from
their male counterparts in sensation-seeking or may actually be somewhat higher in sensation-
seeking.
A 2x3 factorial analysis of variance with two genders and three diver groups will be
performed with the remaining surveys as the dependent variables. This entails six separate
analyses, one each on impulsivity, trait anxiety, self-esteem, assertiveness, locus of control, and
androgyny. Figures will be constructed showing the results of those that are statistically
significant. 30
27
This subsection does not begin on a new page - it was just coincidence here. 28
Every study will have some type of inferential statistics to report based directly on your purpose and hypotheses
as stated in the introduction. T-tests, correlations, regression analysis, oneway anova's, factorials, and mixed
designs are the most likely types of tests, although some studies will include a contingency table analysis (chi-
square). Some will include more than one type of inferential statistics. 29
The large amount of white space shown here and on some other pages is due to these footnotes. Your paper will
not have footnotes and will not have large areas of white space. Double Space at all times. 30
The primary purpose here is to determine if male and female scuba divers differ in sensation seeking from non-
divers. More time is spent discussing how to analyze this and a graph is shown. The remaining analysis are more or
less secondary and can be lumped together, and no graph presented. Your study may need to consider two or more
analyses in detail and thus need two or more graphs.
13
0
5
10
15
20
25
30
35
Non-Diver Scuba Diver Experienced Diver
M e
a n
S e
n sa
ti o
n S
e e
k in
g
Figure 1. Both Male and Female Divers Show Higher Sensation Seeking than Non-Divers
Male
Female
14
References 31
Biersner, R. J. & Cameron, B. J. (1970). Betting preferences and personality characteristics of
Navy divers. Aerospace Medicine, 41, 658 –661. 32
Biersner, R. J. & LaRocco, J.M. (1983). Personality characteristics of US Navy divers. Journal
of Occupational Psychology, 56, 329 –334.
Furnham, A. (1984). Extroversion, sensation seeking, stimulus screening and Type “A”
behavior pattern: The relationship between various measures of arousal. Personality and
Individual Differences, 5, 133 – 140.
Galassi, J.P., Delo, J.S., Galassi, M.D. & Bastien, S. (1974). The college self-expressions scale:
A measure of assertiveness. Behavior Therapy, 5, 165 – 171.
Migdal, K. (1990). Demand for stimulation as set against risk perception and anxiety level
among mountain climbers. Biology of Sport, 7, 65 – 75.
Morgan, W.P. (1995). Anxiety and panic in recreational scuba divers. Sports Medicine, 20, 398
– 421.
Rosenbaum, M. (1980). A schedule for assessing self-control behaviors: Preliminary findings.
Behavior Therapy, 11, 109 – 121.
Rosenberg, M. & Kaplan, H.B. (Eds.). (1982). Social Psychology of the Self-Concept. Arlington
Heights, Illinois: Harlan Davidson, Inc.
31
The word References is used instead of "works cited" because this is APA style. Center this heading. 32
References are alphabetical by first authors last name. Give initials of authors first name and middle name, do not
give full names. Use & between author's names. The year is in parenthesis, then comes the article title, the journal
title (underlined or italicized), then the journal volume number (also underlined or italicized), and finally the page
numbers of the article. If you used the internet to find the article you will have to add the "doi" information (see the
pocket guide).
15 Rossi, B. & Cereatti, L. (1993). The sensation seeking in mountain athletes as assesses by
Zuckerman’s Sensation Seeking Scale. International Journal of Sport Psychology, 24,
417 – 431.
Rotter, J.B. (1966). Generalized expectancies for internal vs. external reinforcement.
Psychological Monographs, 80, 10-14.
Suinn, R.M. (1968). Removal of social desirability and response set items from the Manifest
Anxiety Scale. Educational and Psychological Measurement, 28, 1189 – 1192.
Taylor, J.A. (1953). A personality scale of manifest anxiety. Journal of Abnormal and Social
Psychology, 48, 285 – 290.
Taylor, D.M., O’Toole, K.S., Auble, T.E., Ryan, C.M. & Sherman, D.R. (2001). Sensation
seeking personality traits of recreational scuba divers. South Pacific Underwater
Medicine Society (SPUMS) Journal, 31, 25 – 28. doi: 10.1016/S0001-4575(97)00017-1 33
Zuckerman, M. (1979). Sensation Seeking: Beyond the Optimal Level of Arousal. New York:
Halsted Press. 221. 34
Zuckerman, M. & Kuhluman, D.M. (2000). Personality and risk taking: Common biosocial
factors. Journal of Personality, 68, 997-999.
33
Articles found online require the doi code. Those found in the library, in physical paper journals, do not have a
doi code. You can see that all the other references were found in the library. 34
When citing books, the book title is italicized or underlined, the publisher city is given, then the publisher name
and name finally the total number of pages of the book.
16 Appendix A: Consent Form
Principal Investigator: _Susan Gant_________________
Study Title: ____ Risk-Takers with Specialized Survival Traits: Some Personality Characteristics
of Scuba Divers
Institution: Middle Tennessee State University Name of participant: _________________________________________________ Age: ___________ The following information is provided to inform you about the research project and your participation in it. Please read this form carefully and feel free to ask any questions you may have about this study and the information given below. You will be given an opportunity to ask questions, and your questions will be answered. Also, you will be given a copy of this consent form.
Your participation in this research study is voluntary. You are also free to withdraw from this study at any time. In the event new information becomes available that may affect the risks or benefits associated with this research study or your willingness to participate in it, you will be notified so that you can make an informed decision whether or not to continue your participation in this study.
For additional information about giving consent or your rights as a participant in this study, please feel free to contact the MTSU Office of Compliance at (615) 494-8918.
1. Purpose of the study: You are being asked to participate in a research study because the researcher is a student learning to conduct research and needs help with this class assigned research project. The project is designed to teach the student the basics of designing research, collecting and analyzing data, and writing results. The data will be use for no other purpose.
2. Description of procedures to be followed and approximate duration of the study:
Participants are asked to fill out a short form of questions regarding a few personal items (for example age and sex) and then to fill out a short sensation-seeking scale. This scale measures one's attitude toward risky activities such as riding motorcycles. A variety of other personality measures will be taken as well.
3. Expected costs:
There are no costs to the participants other than their time.
4. Description of the discomforts, inconveniences, and/or risks that can be reasonably expected as a result of participation in this study: There are no discomforts, inconveniences, or risks expected as a result of your participation. You may find some of the survey items, silly, irrelevant, or meaningless to you.
5. Compensation in case of study-related injury: There is no compensation. No injury is expected as a result of filling out the survey forms.
6. Anticipated benefits from this study: a) The potential benefits to science and humankind that may result from this study are the experience
and knowledge gained by the student-researcher as an inherent part of her/his education.
17 b) The potential benefits to you from this study are the good feeling and knowledge that you are
helping a college student complete assignments required for her/his graduation and future success.
7. What happens if you choose to withdraw from study participation: Nothing. You may withdraw at any time for any reason with no recrimination.
8. Contact Information. If you should have any questions about this research study or possibly
injury, please feel free to contact Donald F. Kendrick, Professor of Psychology (615 898 2706).
9. Confidentiality. All efforts, within reason, will be made to keep the personal information in your
research record private but total privacy cannot be promised. Your information may be shared with MTSU or the government, such as the Middle Tennessee State University Institutional Review Board, Federal Government Office for Human Research Protections, but only if you or someone else is in danger or if we are required to do so by law.
10. STATEMENT BY PERSON AGREEING TO PARTICIPATE IN THIS STUDY
I have read this informed consent document and the material contained in it has been explained to me verbally. I understand each part of the document, all my questions have been answered, and I freely and voluntarily choose to participate in this study.
Date Signature of patient/volunteer
Consent obtained by: Date Signature Printed Name and Title
18 Appendix B: Demographic Form
Psychological Survey Information Sheet
1. What is your gender? Male ______ Female ______
2. What is your age? ________
3. What is your marital status (circle or mark one)?
Single Divorced Married wo/children Married w/children
4. What are your hobbies, interests, and/or sports (please list below)?
5. What is your birth order (circle or check one)?
Only Child First Second Third Fourth More than Fourth
6. What is your Education level? (circle or check one)?
Some High School High School Graduate College Freshman
College Sophomore College Junior College Senior
College Graduate Graduate School, Master's
Graduate School, Doctorate
7. Do you work: Full Time? Part-Time? Not at all?
8. Do you scuba dive (circle or check one)?
Yes.
No, but I'm in a beginning scuba class.
No, but I would like to.
No, and I don't want to.
9. If you scuba dive: How Long since your last class? __
How Many total dives have you made? ____
Most Common Type of Diving (reef, cave, wreck): ____
19
Appendix C: Sensation-Seeking Scale
Sensation Seeking Scale -form V (SSS-V)
Interest and preference test
Directions: Each of the items below contains two choices A and B. Please
indicate which of the choices most describes your likes or the way you feel. In some cases you
may find items in which both choices describe your likes or feelings. Please choose the one
which better describes your likes or feelings. In some cases you may find items in which you do
not like either choice. In these cases mark the choice you dislike least. Do not leave any items
blank. It is importanr you respond to all items with only one choice, A or B. We are interested
only in your likes or feelings, not in how others feel about these things or how one is supposed to
feel. There are no right or wrong answers as in other kinds of tests. Be frank and give your
honest appraisal of yourself.
1.
A. 1 like "wild" uninhibited parties.
B. I prefer quiet parties w~th good conversation.
2. A. There are some movies I enjoy seeing a second or even third time.
B. I can't stand watching a movie that I've seen before.
3.
A. I often wish I could be a mountain climber.
B. I can't understand people who risk their necks climbing mountains.
4.
A. I dislike all body odors.
B. I like some of the earthy body smells.
5.
A. 1 get bored seeing the same old faces.
B. I like the comfortable familiarity of everyday friends.
6.
A. I like to explore a strange city or section of town by myself, even if
it means getting lost.
B. I prefer a guide when 1 am in a place I don't know well.
7.
A. I dislike people who do or say things just to shock or upset others.
B. When you can predict almost everything a person will do and say he
or she must be a bore.
20 8.
A. I usually don't enjoy a movie or play where I can predict what will
happen in advance.
B. I don't mind watching a movie or play where I can predict what will
happen in advance.
9.
A. I have tried marijuana or would like to.
B. I would never smoke marijuana.
10.
A. I would not like to try any drug which might produce strange and
dangerous effects on me.
B. I would like to try some of the drugs that produce hallucinations.
11.
A. A sensible person avoids activities that are dangerous.
B. I sometimes like to do things that are a little frightening.
12.
A. I dislike "swingers" (people who are uninhibited and free about
sex).
B. I enjoy the company of real "swingers."
13.
A. I find that stimulants make me uncomfortable.
B. I often like to get high (drinking liquor or smoking marijuana).
14.
A. I like to try new foods that I have never tasted before.
B. I order the dishes with which I am familiar so as to avoid disappoint-
ment and unpleasantness.
15.
A. I enjoy looking at home movies, videos, or travel slides.
B. Looking at someone's home movies, videos, or travel slides bores
me tremendously.
16.
A. I would like to take up the sport of water skiing.
B. I would not like to take up water skiing.
17.
A. I would like to try surfboard riding.
B. I would not like to try surfboard riding.
21 18.
A. 1 would like to take off on a trip with no preplanned or definite
routes, or timetable.
B. When I go on a trip I like to plan my route and timetable fairly care-
fully.
19.
A. I prefer the "down to earth" kinds of people as friends.
B. I would like to make friends in some of the "far-out" groups like
artists or "punks."
20.
A. I would not like to learn to fly an airplane.
B. I would like to learn to fly an airplane.
21.
A. I prefer the surface of the water to the depths.
B. I would like to go scuba diving.
22.
A. I would like to meet some persons who are homosexual (men or
women).
B. I stay away from anyone I suspect of being "gay" or "lesbian."
23.
A. I would like to try parachule jumping.
B. I would never want to try jumping out of a plane, with or without
a parachute.
24.
A. I prefer friends who are excitingly unpredictable.
B. I prefer friends who are reliable and predictable.
25.
A. I am not interested in experience for its own sake.
B. 1 like to have new and exciting experiences and sensations even if
they are a little frightening, unconventional, or illegal.
26.
A. The essence of good art is in its clarity, symmetry of form, and
harmony of colors.
B. I often find beauty in the "clashing" colors and irregular forms of
modem paintings.
27.
A. I enjoy spending time in the familiar surroundings of home.
22 B. I get very restless if I have to stay around home for any length
of time.
28.
A. I like to dive off the high board.
B. I don't like the feeling I get standing on the high board (or I don't go near it at all).
29.
A. I like to date persons who are physically exciting.
B. I like to date persons who share my values.
30.
A. Heavy drinking usually ruins a party because some people get loud
and boisterous.
B. Keeping the drinks full is the key to a good party.
31.
A. The worst social sin is to be rude.
B. The west social sin is to be a bore.
32.
A. A person should have considerable sexual experience before mar-
riage.
B. It's better if two married persons begin their sexual experience with
each other.
33.
A. Even if I had the money, I would not care to associate with flighty
rich persons in the "jet set."
B. I could conceive of myself seeking pleasures around the world with
the "jet set."
34.
A. I like people who are sharp and witty even if they do sometimes
insult others.
B. I dislike people who have their fun at the expense of hurting the
feelings of others.
35.
A. There is altogether too much portrayal of sex in movies.
B. I enjoy watching many of the "sexy" scenes in movies.
36.
A. I feel best after taking a couple of drinks.
B. Something is wrong with people who need liquor to feel good.
37.
23 A. People should dress according to some standard of taste, neatness,
and style.
B. People should dress in individual ways even if the effects are some-
times strange.
38.
A. Sailing long distances in small sailing crafts is foolhardy.
B. I would like to sail a long distance in a small but seaworthy sailing
craft.
39.
A. I have no patience with dull or boring persons.
B. I find something interesting in almost every person I talk to.
40.
A. Skiing down a high mountain slope is a good way to end up on
crutches.
B. I think I would enjoy the sensations of skiing very fast down a high
mountain slope.
END OF TEST
Note. Some of the items have been slightly modified from the original
version of form V in order to explain outmoded colloquial or slang terms like swingers, to use
terms more relevant to current times such as videos with home movies and substituting punks for
hippies, to remove currently offensive terms like queer and substitute prevalent terms like gay.
and to make the items more inclusive as in substituting persons for members of the opposite sex
in item 29 referring to dating preferences. These should probably make no differences in item
response characteristics but the author would 3apreciate any new information from item
analyses.
Scoring key for SSSform V
One point for each agreement (if subject chose A for number 3, that's one point for TAS.
TAS 10 3A llB 16A 17A 20B 21B 23A 28A 38B 40B
ES 10 48 6A 9A 10B 14A 18A 19B 22A 268 378
Dis 10 1A 12B 13B 25B 29A 30B 32A 33B 358 36A
BS 10 2B 5A 7B 8A 15B 24A 27B 31B 34A 39A
Total 40 1A 2B 3A 4B 5A 6A 78 8A 9A 10B
1lB 12B 13B 14A 15B 16A 17A 18A 19B 208
218 22A 23A 24A 25B 26B 278 28A 29A 30B
24 31B 32A 338 34A 35B 36A 378 38B 39A 40B
"The Total score may also be obtained by summing the four subscale scores but it may be
desirable to also score the 40 items and check with the sum of the subscales.
25 Appendix D: Locus of Control
Locus of Control Scale
For each of the fol1owing items, read through both sentences. Then decide which
statement is truer, as far as your own experience is concerned. If you think statement "a" is truer
for you, mark or highlight "a." If you think statement "b" is truer, mark or highlight "b." You
mark or highlight just the letter, or the whole statement.
I more strongly believe that:
1. a. Children get into trouble because their parents punish them too much.
b. The trouble with most children nowadays is that their parents are too easy with them
2. a. Many of the unhappy things in people's lives are partly due to bad luck.
b. People's misfortunes result from the mistakes they make.
3. a. One of the major reasons why we have wars is because people don't take enough
interest in politics.
b. There will always be wars, no matter how hard people try to prevent them.
4. a. In the long run people get the respect they deserve in this world.
b. Unfortunately, an individual's worth often passes unrecognized no matter how
hard he tries.
5. a. The idea that teachers are unfair to students is nonsense.
b. Most students don't realize the extent to which their grades are influenced
by accidental happenings.
6. a. Without the right breaks one cannot be an effective leader.
b. Capable people who fail to become leaders have not taken advantage of their
opportunities.
7. a. No matter how hard you try some people just don't like you.
b. People who can't get others to like them don't understand how to get along with
others.
8. a. Heredity plays a major role in determining one's personality.
b. It is one's experiences in life which determine what they're like.
9. a. I have often found that what is going to happen will happen.
b. Trusting to fate has never turned out as well for me as making a decision to take
a definite course of action.
10. a. In the case of the well prepared student there is rarely if ever such a thing
26 as an unfair test.
b. Many times exam questions tend to be so unrelated to course work that studying
is really useless.
11. a. Becoming a success is a matter of hard work; luck has little or nothing to do
with it.
b. Getting a good job depends mainly on being in the right place at the right time.
12. a. The average citizen can have an influence in government decisions.
b. This world is run by the Few people in power, and there is not much the little
guy can do about it.
13. a. When I make plans, I am almost certain that I can make them work.
b. It is not always wise to plan too far ahead because many things turn out to
be a matter of good or bad fortune anyhow.
14. a. There are certain people who are just no good.
b. There is some good in everybody.
15. a. In my case getting what I want has little or nothing to do with luck.
b. Many times we might just as well decide what to do by flipping a coin.
16. a. Who gets to be the boss often depends on who is lucky enough to be in the right
place first.
b. Getting people to do the right thing depends upon ability, luck has little or
nothing to do with it.
17. a. As far as world affairs are concerned, most of us are the victims of forces
we can neither understand, nor control.
b. By taking an active part in political and social affairs the people can
control world events.
18. a. Most people don't realize the extent to which their lives are controlled by
accidental happenings.
b. There really is no such thing as "luck".
19. a. One should always be willing to admit mistakes.
b. It is usually best to cover up one's mistakes.
20. a. It is hard to know whether or not a person really likes you.
b. How many friends you have depends upon how nice a person you are.
21. a. In the long run the bad things that happen to us are balanced by the good ones.
b. Most misfortunes are the result of lack of ability ignorance, laziness on all
three.
22. a. With enough effort we can wipe out political corruption.
27 b. It is difficult for people to have much control over the things politicians
do in office.
23. a. Sometimes I can't understand how teachers arrive at the grades they give.
b. There is a direct connection between how hard I study and the grades I get.
24. a. A good leader expects people to decide for themselves what they should do.
b. A good leader makes it clear to everybody what their jobs are.
25. a. Many times I feel that I have little influence over the things that happen to me.
b. It is impossible for me to believe that chance of luck plays an important part in
my life.
26. a. People are lonely because they don't try to be friendly.
b. There's not much use in trying to hard to please people, if they like you, they
like you.
27. a. There is too much emphasis on athletics in high school.
b. Team sports are an excellent way to build character.
28. a. What happens to me is my own doing.
b. Sometimes I feel that I don't have enough control over the direction my life
is taking.
29. a. Most of the time I can't understand why politicians behave the way they do.
b. In the long run the people are responsible for bad government on a national
as well as on a local level.
28 Appendix E: Trait Anxiety Scale
Taylor Manifest Anxiety Scale
The statements below inquire about your behavior and emotions. Consider each statement
carefully. Then indicate whether the statement is generally true or false for you. Record your
responses, True (T) or False (F), in the spaces provided on the left.
_____1. I do not tire quickly.
_____2. I believe I am no more nervous than most others.
_____3. I have very few headaches.
_____4. I work under a great deal of tension.
_____5. I frequently notice my hand shakes when I try to do something.
_____6. I blush no more often than others.
_____7. I have diarrhea once a month or more.
_____8. I worry quite a bit over possible misfortunes.
_____9. I practically never blush.
_____10. I am often afraid that I am going to blush.
_____11. My hands and feet are usually warm enough.
_____12. I sweat very easily even on cool days.
_____13. Sometimes when embarrassed, I break out in a sweat which annoys me greatly.
_____14. I hardly ever notice my heart pounding and I am seldom short of breath.
_____15. I feel hungry almost all the time.
_____16. I am very seldom troubled by constipation.
_____17. I have a great deal of stomach trouble.
_____18. I have had periods in which I lost sleep over worry.
29
_____19. I am easily embarrassed.
_____20. I am more sensitive than most other people.
_____21. I frequently find myself worrying about something.
_____22. I wish I could be as happy as others seem to be.
_____23. I am usually calm and not easily upset.
_____24. I feel anxiety about something or someone about all the time.
_____25. I am happy most of the time.
_____26. It makes me nervous to have to wait.
_____27. Sometimes I become so excited that I find it hard to get to sleep.
_____28. I have sometimes felt that difficulties were piling up so high that I could not overcome
them.
_____29. I must admit that I have at times been worried beyond reason over something that
really did not matter.
_____30. I have very few fears compared to my friends.
_____31. I certainly feel useless at times.
_____32. I find it hard to keep my mind on a task or job.
_____33. I am unusually self-conscious.
_____34. I am inclined to take things hard.
_____35. At times I think I am no good at all.
_____36. I am certainly lacking in self-confidence.
_____37. I sometimes feel that I am about to go to pieces.
_____38. I am entirely self-confident.
30
Appendix F: Self-Esteem Scale
Self-Esteem Scale
For each of the statements below, write down your level of agreement using the following scale:
1 = Agree very much
2 = Agree
3 = Neither agree nor disagree
4 = Disagree
5 = Disagree very much.
1. At times I think I am no good at all.
2. 1 take a positive view of myself.
3. All in all, I am inclined to feel that I am a failure.
4. 1 wish I could have more respect for myself.
5. 1 an1 able to do things as well as most other people.
6. 1 feel that I am a person of worth, at least on an equal
plane with others.
7. On the whole, I am satisfied with myself.
8. 1 feel I do not have much to be proud of.
9. 1 feel that I have a number of good qualities.
. 10. 1 certainly feel useless at times.
31 Appendix G: Assertiveness Scale
Please answer the questions by filling in the appropriate number from 0-4 in the blank provided
at the left of each item, where
0: Almost Always or Always
1: Usually
2: Sometimes
3: Seldom
4: Never or Rarely
Your answer should reflect how you generally express yourself in the situation. If in responding
to any of the questions you find that the situation described is not presently applicable to you -for
example, you do not have a room mate, please do not skip the question. Instead, answer it in
terms of how you think you would be likely to react if you were in the situation. Please do not
skip any questions.
_____1. Do you ignore it when someone pushes in front of you in line?
_____2. When you decide that you no longer wish to date someone, do you have marked
difficulty telling the person of your decision?
_____3. Would you exchange a purchase you discover to be faulty?
_____4. If you decided to change your major to a field which your parents will not
approve, would you have difficulty telling them?
_____5. Are you inclined to be over-apologetic?
_____6. If you were studying and if your room mate was making too much noise,
would you ask him to stop?
_____7. Is it difficult for you to compliment and praise others?
_____8. If you are angry at your parents, can you tell them?
_____9. Do you insist that your room mate do his fair share of the cleaning?
_____10. If you find yourself becoming fond of someone you are dating, would you have
difficulty expressing these feelings to that person?
32 _____11. If a friend who has borrowed $5.00 £ran you seem to have forgotten about it,
would you remind this person?
_____12. Are you overly careful to avoid hurting other people's feelings?
_____13. If you have a close friend wham your parents dislike and constantly criticize,
would you inform your parents that you disagree with them and tell them of
your friend's assets?
_____14. Do you find it difficult to ask a friend to do a favor for you?
_____15. If food, which is not to your satisfaction is served in a restaurant, would you
comp1ain about it to the waiter?
_____16. If your room mate, without your permission, eats food that he knows you have
been saving, can you express your displeasure to him?
_____17. If a salesman has gone to considerable trouble to show you some merchandise
which is not quite suitable, do you have difficulty saying no?
_____18. Do you keep your opinions to yourself?
_____19. If friends visit when you want to study, do you ask them to return at a more
convenient time?
_____20. Are you able to express love and affection to people for whom you care?
_____21. If you were in a small seminar and the professor made a statement that you
considered untrue, would you question it?
_____22. If a person of the opposite sex whom you have been wanting to meet smiles or
directs attention to you at a party, would you take the initiative in beginning
conversation?
_____23. If someone you respect expresses opinions with which you strongly disagree,
would you venture to state your own point of view?
_____24. Do you go out of your way to avoid trouble with other people?
_____25. If a friend is wearing a new outfit which you like, do you tell that person so?
_____26. If after leaving a store you realize that you have been "short-changed," do you
go back and request the correct amount?
_____27. If a friend makes what you consider to be an unreasonable request, are you able
to refuse?
33
_____28. If a close and respected relative were annoying you, would you hide your
feelings rather than express your annoyance?
_____29. If your parents want you to come home for a weekend but you have made
important plans, wou1.d you tell them of your preference?
_____30. Do you express anger or annoyance toward the opposite sex when it is
justified?
_____31. If a friend does an errand for you, do you tell that person him much you
appreciate it?
_____32. When a person is blatantly unfair, do you fail to say something about it to him?
_____33. Do you avoid social contacts for fear of doing or saying the wrong thing?
_____34. If a friend betrays your confidence, would you hesitate to express annoyance to
that person?
_____35. When a clerk in a store waits on someone who has cone in after you, do you
call his attention to the matter?
_____36. If you are particularly happy about someone's good fortune, can you express
this to that person?
_____37. Would you be hesitant about asking a good friend to lend you a few dollars?
_____38. If a person teases you to the point that it is no longer fun, do you have difficulty
expressing your displeasure?
_____39. If you arrive late for a meeting, would you rather stand than go to a front seat
which could only be secured with a fair degree of conspicuousness?
_____40. If your date calls on Saturday night 15 minutes before you are supposed to meet
and says that she (he) has to study for an important exam and cannot make it,
would you express your annoyance?
_____41. If someone keeps kicking the back of your chair in a movie, would you ask him
to stop?
_____42. If someone interrupts you in the .middle of an important conversation, do you
request that the person wait until you have finished?
_____43. Do you freely volunteer information or opinions in class discussions?
34 _____44. Are you reluctant to speak to an attractive acquaintance of the opposite sex?
_____45. If you lived in an apartment and the landlord failed to make certain necessary
repairs after promising to do so, would you insist on it?
_____46. If your parents want you home by a certain time which you feel is much too
early and unreasonable, do you attempt to discuss or negotiate this with them?
_____47. Do you find it difficult to stand up for your rights?
_____48. If a friend unjustifiably criticizes you, do you express your resentment there
and then?
_____49. Do you express your feelings to others?
_____50. Do you avoid asking questions in class for fear of feeling self-conscious?
35 Appendix H: Impulsivity Scale
Indicate how characteristic or descriptive each of the following statements is of you by using the
code given below.
+3 very characteristic of me, extremely descriptive
+2 rather characteristic of me, quite descriptive
+1 somewhat characteristic of me, slightly descriptive
-1 somewhat uncharacteristic of me, slightly undescriptive
-2 rather uncharacteristic of me, quite undescriptive
-3 very uncharacteristic of me, extremely undescriptive
Record your responses in the spaces provided on the left.
______1. When I do a boring job, I think about the less boring parts of the job and the
reward that I will receive once I am finished.
______2. When I have to do something that is anxiety arousing for me, I try to visualize
how I will overcome my anxieties while doing it.
______3. Often by changing my way of thinking I am able to change my feelings about
almost everything.
______4. I often find it difficult to overcome my feelings of nervousness and tension
without any outside help.
______5. When I am feeling depressed I try to think about pleasant events.
______6. I cannot avoid thinking about mistakes I have made in the past.
______7. When I am faced with a difficult problem, I try to approach its solution in a
systematic way.
______8. I usually do my duties quicker when somebody is pressuring me.
______9. When I am faced with a difficult decision, I prefer to postpone making a
decision even if all the facts are at my disposal.
______10. When I find that I have difficulties in concentrating on my reading, I look for
ways to increase my concentration.
______11. After I plan to work, I remove all the things that are not relevant to my work.
______12. When I try to get rid of a bad habit, I first try to find out all the factors that
maintain this habit.
36
______13. When an unpleasant thought is bothering me, I try to think about something
pleasant.
______14. If I would smoke two packages of cigarettes a day, I probably would need
outside help to stop smoking.
______15. When I am in a low, I try to act cheerful so my mood will change.
______16. If I had the pills with me, I would take a tranquilizer whenever I felt tense and
nervous.
______17. When I am depressed, I try to keep myself busy with things that I like.
______18. I tend to postpone unpleasant duties even if I could perform them immediately
______19. I need outside help to get rid of some of my bad habits.
______20. When I find it difficult to settle down and do a certain job, I look for ways to
help me settle done.
______21. Although it makes me feel bad, I cannot avoid thinking about all kinds of
possible catastrophes in the future.
______22. First of all I prefer to finish a job that I have to do and then start doing the
things I really like.
______23. When I feel pain in a certain part of my body, I try not to think about it.
______24. My self-esteem increases once I am able to overcome a bad habit.
______25. In order to overcome bad feelings that accompany failure, I often tell myself
that it is not so catastrophic, and that I can do something about it.
______26. When I feel that I am too impulsive, I tell myself "stop and think before you
do anything."
______27. Even when I am terribly angry at somebody, I consider my actions very
carefully.
______28. Facing the need to make a decision, I usually find out all the possible
alternatives instead of deciding quickly and spontaneously.
______29. Usually, I do first the things I really like to do even if there are more urgent
things to do.
37
______30. When I realize that I cannot help but be late for an important meeting, I tell
myself to keep calm.
______31. When I feel pain in my body, I try to divert my thoughts from it.
______32. I usually plan my work when faced with a number of things to do.
______33. When I am short of money, I decide to record all my expenses in order to plan
carefully for the future.
______34. If I find it difficult to concentrate on a certain job, I divide the job into smaller
segments.
______35. Quite often I cannot overcome unpleasant thoughts that bother me.
______36. Once I am hungry and unable to eat, I try to divert my thoughts away from my
stomach or try to imagine that I am satisfied.
