The Development of a Test to Measure the Intensity of Values

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THE DEVELOPMENT OF A TEST TO MEASURETHE INTENSITY OF VALUES

JOSEPH E. SHORRLos Angeles, Calif.

Empirical evidence of the importance of value systems as anorganizing and motivating factor in behavior has been well ac-cepted. Following its development in the early thirtie s, Allport andVernon's Study of Values Test (22) has been the main instrumentused to measure six systems or patterns of values; namely, theTheoretical, Social, Political, Economic, Aesthetic, and Religious.Since that time almost fifty articles have been published showingthe importance and stability of the value concept.The Allport and Vernon Study of Values utilizes relative scalesof a forced-choice type and this results automatically for some ofthe six scores to be high and some of the scores to be low. A higherscore on one type of value makes for a lower score on some othertype of value. However, it is conceivable that an individual maybe actually low on all the scales or actually high on all the scalesor possibly medium on all the scales or other various combinations.Moreover, more careful examination revealed that a beginningstudent in college physics may often secure approximately thesame raw score on the Theoretical scale as a physicist who waskeenly interested in his field. Furthermore, people who were notintensely interested in Aesthetics would sometimes approximatein score those strongly interested in Aesthetics. In a similar mannerthe Social, Political, and Religious scales tended not to differentiatethose who valued quite strongly from those who had better thanaverage interest and scored equally high because of the relativescales. It appears that the higher and lower extremes of a repre-sentative sample were not differentiated and th a t an 'artifical' inter-dependency of each score upon each other existed.

Allport, Vernon and Lindzey (23) have the following to say inthe newly revised edition of the Study of Values: "In interpretingthe results, therefore it is necessary to bear in mind tha t they revealonly the relative importance of each of the six values in a givenpersonality, not the total amount of 'value energy' or drive posses-sed by an individual. It is quite possible for the highest value of a286


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A Test to Measure Intensity of Values 267generally apa thetic person to be less intense and effective than th elowest value of a person in whom all values are prominent anddynamic."

It was felt that this defect could be avoided by measuring theintensity of each scale of values from a practicable Tninimum of in-tensity to a practicable maximum of intensity.PROCEDURE

In order to make a new scale that would encompass the entirerange of value-interest intensity as nearly as can be approximated,the following steps were taken into consideration:1) A broad matrix of items were gathered ranging from, for ex-ample, "Avoid social contacts," to "W ork with labor and manage-ment to help solve their conflicts," in the Social Scale with suffi-cient items to cover about nine intermediary steps of intensity.In addition, one hundred and fourteen items that in the opinionof the author showed various degrees of intensity in Theoreticalinterests were gathered and collected on cards. One hundred andthirty-one Social-value questions of different intensities were sosecured. One hundred and thirty Aesthetic items of various in-tensities, and one hundred ninety-two Economic-Political itemsvarying in intensity were also typed onto cards.2) Because of empirical usage it was decided that four of thesix scales be retained and that, in doing so, the Economic andPolitical scales should be combined. It was felt that the Religiousscale could be eliminated because as Super (21) says, "T he religiousvalues scores do not, in some cases represent more than the lipservice of immature persons who have as yet experienced neitherdeep religious feeling nor intellectual doubts concerning religion."3) The items for each scale were then rated on an eleven-pointscale ranging from a negative avoidance level to a level of maximumintensity. The technique employed was essentially the Thurstoneequal appearing method of scale construction .The items were ra tedby eleven raters, all of whom were familar with value theory and

value tests. They were given no other instructions bu t to rate themin" intensity from low to high on an eleven-point scale. Each scalewas described to them by prepared statement as follows:Theoretical.A high score indicates that the individual prefers and con-siders most worth while those activities which involve a problem-solvingattitu de and are related to investigation, research, and scientific curiosity.


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268 The Journal of Educational PsychologyEconomic-Political.A high score indicates that an individual prefersand considers moBt worth while those activ ities which involve the accumu-

lation of money and the securing of executive power.Aesthetic.A high score indicates that an individual prefers and considersmost worth while those activities which involve art, music, dance andliterature.Social.A high score indicates that an individual prefers and considersmost worth while those activities which involve service and help to people,and which exhibit a definite desire to respond and be with people socially.4.Two items per scale value from one to eleven were chosen

to represent the test for each of the four values. To avoid theconfusion that the negative and avoidance questions in a prelim-inary tryout among students received, the negative questionswere eliminated. Finally there remained twenty questions pervalue scale or eighty items in all.

The items finally selected as they appear in the test with themedian scale value and the inter-Quartile deviation are as follows:

MedianWeighted Scale Inter-QuartileScore Value Theoretical Items Deviation

10 1.00 Develop new mathematical formulas for research ( .66)1.50 Do research on the relation of brain waves tothinking. (1.12)9 2.67 Study the various methods used in scientific in-vestigations. (1.08)2.00 Develop improved procedures in a scientific ex-periment. (1.00)8 3.00 Do an experiment with the muscle and nerve of afrog. ( .87)3.25 Solve knotty legal problems. ( .75)7 4.00 Make an interna tional language. (1.50)4.50 Develop new kinds of flowers in a small green-house. ( .87)6 5.00 Be a scientific farmer. (1.37)5.40 Do algebra problems. (1.16)5 6.00 Be a laboratory technician. (1.00)6.00 Collect specimens of small animals for a zoo ormuseum. (1.50)4 7.00 Visit a research laboratory in which small ani-mals are being tested in a maze. ( .80)


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A Test to Measure Intensity of Values 2697 50 Look at the displays on astronomy in an observa-tory exhibit ( .96)

3 8.25 Visit the fossil display at a museum. (1-12)8.00 Plan the defense and offense you are to use beforea tenn is game. (1.37)2 9.00 Keep a chemical storeroom or physical labora-tory in order. (1.00)9.00 Read the biography of Louis Pasteur. (1.12)1 9.75 See moving pictures in which scientists are heroes ( . 75)9 25 Sell scientific books. ( .83)

WeightedScore10

9

8

7

6

MedianScaleValue1.001.002.002.003.003.003.604.005.205.00

Economic-Political ItemsOwn and operate a bank.Become a l l . S. Senator.Run for political office.Operate a race track.

Inter-QuartileDeviation(1.00)( .79)( 33)(1.25)

Borrow money in order to "put over"- a businessdeal. (1.35)Address a political convention. (1-05)Buy a run-down business and make it grow.Be an active member of a political group.Be a chairman of an organizing committee.Plan business and commercial investments.

( -75)(1.21)( -65)(1.35)

6.00 Lead a round-table discussion. (1.50)6.00 Insta ll improved office procedures in a big busi-ness. (1.21)7 00 Be a bank teller. (1.37)7.00 Purchase supplies for a picnic. (1.16)7.67 Take a course in business English. (1.42)8.00 Live in a large city rather than a small town. (1.37)9.16 Major in commercial subjects in school. ( .83)9.00 Work at an information desk. ( .67)9.75 Collect luncheon money at the end of a schoolcafeteria line . ( .33)9.42 Be a private secre tary. ( .85)


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270 The Journal of Educational PsychologyMedianWeighted Scale Inter-QuartileScore Value Aalkeiic Items Deviation

10 1.33 Be a ballet dancer. (.86)1.00 Paint a mural. ( .55)9 1.66 Mould a statue, in clay. (1.16)

2.33 Write a new arrangement for a musical theme. ( .68)8 2.50 Compare the treatment of a classical work as

given by two fine musicians. (1.37)3.00 Make a comparative study of architecture. (1.50)

7 3.50 Participate, in a summer theatre group. (1-03)3.33 Be an interior decorator. (1-25)

6 4.50 Sketch action scenes on a drawing pad. (1.40)5.00 Collect old and rare recordings. (1-50)

5 5.75 Judge entries in a photo contest. (1.50)5.75 Judge window displays in a contest. (1.50)

4 7.00 Be a sign painter. (1.37)7.25 Visit a flower show. (1.16)

3 7.75 Plant flowers and shrubbery around a home. (1.16)7.50 Make and trim household accessories like lamp

shades, etc. (1.25)2 9.00 Listen to "jive1'and "jazz" records. (1.33)

8 50 Dance to fast numbers. (1-25)1 9.60 Play the juke box. ( .66)

9.50 Paint the kitchen white with a red border. ( .35)MedianWeighted Scale InterquartileScore Value Social Items Deviation

10 1.00 Work with labor and management to help solvetheir conflicts. ( .00)

1.67 Be a medical missionary to a foreign country. ( . 96)9 1.80 Work with a group to help the unemployed. ( .73)

1.80 Help agencies locate living places for evictedfamilies. (1.00)

8 3.00 Like to be with people despite their physical de-formities. (1.00)

3.60 Treat wounds to help people get well. (1.25)


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A Test to Measure Intensity of Values 2717 4.00 Serve as a companion to an elderly person. ( .87)4.67 Belong to eeveral social agencies. (1-50)6 5.00 Take a car load of children for an outing. (1.50)5 00 Help people be comfortable when trav eling. (1-04)5 6.33 Send a let ter of condolence to a neighbor (1.25)6.00 Meet new people and get acquainted with them . (1.04)4 7.00 Go with friends to a movie. (1.50)7.50 Attend a dance. ( .83)3 8.00 Help distribute food at a picnic . (1.25)7.75 Dine with class-mates in the school cafeteria. (1.16)2 9.00 Play checkers with members of your family. (1.16)9.00 Play checkers. ( .87)1 10.12 Make a phone call for movie reservations. ( .83)9.67 Ride in a bus to San Francisco. ( .91)In the actual test all items whose median scale-value rangedfrom 1.00 to 1.75 were considered as having a 1 value. The sameprocedure was applied to all the items so that an activity whosescale value was 6.33 was considered a 6 item, whereas a 6.89 wasconsidered a 7 item. Moreover, for certain scoring reasons, thoseitems having a 1 value were given a 10 weighted score, those itemshaving a 2 value were given a 9 weighted score, etc . In short, thosepeople who had the greatest intensity would score the most points.This reversal was convenient and in no way affected the efficiencyof the scale.

RESULTSThe test or scale was tried out on 389 females and 352 males.Of the 389 females, 126 were college sophomores and 263 werehigh-school seniors. Of the 352 males, 121 were college sophomores,and 231 were high-school seniors. Separate norms were kept foreach sex and educational group. While sex differences were foundon the four value scales, no significant differences between the high-school seniors and college sophomores were obtained on any of thefour scales. For all practical purposes, pooling of the high-schoolseniors and college sophomores scores for each sex resulted inusable general norms.


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272 The Journal of Educational PsychologyThe reliability of each of the scales was computed by the split-half technique (3). Each scale was scored for each half of the

weighted items that make up a scale. In other words, since thereare two items in each scale that have a weighted value of 10, 9,8, 7, 6, 5, 4, 3, 2, and 1, the test was scored for each half of allthe weighted items and the reliability between the halves wascomputed. The following reliability coefficients based upon onehundred twenty-six female college sophomores were obtained: .84for the Theoretical Scale, .82 for the Aesthetic Scale, .78 for theEconomic-Political Scale and .72 for the Social Scale. The medianage of this group was 18.31 with a range of 16 to 51.The Lewerenz formula (9 ) to determine a reading grade levelapplied to the item s, yielded a 7.8 grade level of difficulty. Despitethe low 'average' reading level, however, inspection of the testindicates several words which may be regarded as above average.However, this is to be expected where the upper value intensitiesare to be can rassed.One of the difficulties in using the Allport-Vernon Study ofValues with the general population has been the high vocabularygrade level. Stefflre (20) found an 11.3 grade level for the old test.The revised edition has made an attempt to lower the vocabularylevel of the test. The Lewerenz formula applied to the revisededition yielded a 10.96 grade level. This is only somewhat better.Certain sex differences are in evidence. The median scores oneach of the four scales for the two sexes are as follows: Theoretical

Scale, men 45.5, women 32.0; Economic-Political Scale, men 49.0,women 32.5; Aesthetic Scale, men 38.5, women 62.0; and theSocial Scale, men 56.0, women 71.5.Further research is now being carried out to secure data onvarious occupations ranging from the Professional to the Unskilledgroup.SUMMARY

In order to construct scales to measure the intensity of 'drive'of value activities as compared to the Allport-Vernon-Lindzeyforced choice type of scale, hundreds of items were rated on a scaleof intensity from lowest to highest by raters with the items ofminimum variability finally selected to be used in each of fourscales. Four scales resulted; namely, the Theoretical, Economic-Political, Aesthetic and Social and norms were secured on 352


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A Test to Measure Intensity o f Values 273males and 389 females. Fairly high reliabilities were secured. Sexdifferences were found on each of the four scales.Finally it was pointed out th a t research is in progress to comparevarious occupational groups as to value intensity.

B I B L I O G R A P H YI) H . C antr i l , and G. W. Allport . "R ecen t ap plications of the Stud y ofValues ." J. abnorm. soc. Psychol., 1933, 28, 259-273.t) J. B . Coh en. "A scale for the m easuremen t of at t i tu de toward theaesthetic value." J. Psychol., 1941, 12, 75-79.S) Lee J. Cron bach . Essentials of Psychological Testing. New York:Harper & B roth ers, 1949.4) E.D uffy . "A critical review of inve stigatio ns em ploying the Allport-Vernon Study of Values and other tests of evaluative at t i tude." Psychol.Bull , 1940, 37, 597-612.5) E . Duffy, and J. E. Crissey. "E va lua tive at t i tud es as related tovocational interests and academic achievement." J. abnorm. soc. Psychol.,1940, 3 5, 226-245 .6) S. W. G ray . "A note on th e values of south ern collegerwomen: whiteand Negro ." J. soc. Psychol., 1947, 25, 239-241.7) D . H arr is . "G rou p differences in values within a un ive rsi ty ." J.abnorm. soc. P sychol., 1934, 29, 95-102.8) E . L. Kelly, and D. W. Fiske. "T he prediction of success in the V. A.training program and clinical psychology." Amer. Psychologist, 1950, 5,395-406.9) A lfredS Lewerenz. Word Tabulation Sheet Vocabulary Grade Place-ment Formula, (copyrigh t 1931). Los AngeleB C ity School D ist ric t Divisionof Instruction and Curriculum, Educational Research and Guidance.10) C. M . Lo ut t i t , and C. G. Browne. "Psycho me tr ic ins t rum ents inpsychological cl inics ." J. consult. Psychol., 1947,11, 49-54.II) W. A. Lu rie. "A study of Spran ger 's value-type s by the method of

factor analysis." J. soc. Psychol., 1937, 8, 17-37.IS) J . B. Mai ler , and E. M. Glaser . Interest-values Inventory. NewYork: Bureau of Publications, Teachers College, Columbia Univ., 1939.15) E . M cGinnies. "Pe rsona l values as dete rm inan ts of word associ-a t i on . " / . abnorm. soc. Psychol., 1950, 45, 28-36 .14) E . McG innies , and W. Bowles. "Persona l values as determ inantsof perceptual fixation." J. Personality, 1949,18 , 224-235.IB ) T . M . N ew e om b . Personality and Social Chang e: Attitude Formationin a Student Com munity. New York: Dryden Press, 1943.16) L. Po stm an, J . S. Bru ner, and E . M cGinnies. "Perso nal values asselective factors in perception." J. abnorm. soc. Psychol., 1948, 43, 142-154.17) B . R. Schaefer. "T he validity and uti l i ty of the Allport-VernonStudy of V alues T es t ." J. abnorm. soc. Psychol., 1936,30,419-422.18) E. Spranger . Types of Men. Translated from 5th German edit ionof Lebcnsformen by Pa ul J . W. Pigo rs. H alle : Max Niemeyer Verlag. Ameri-can agent: Stechert-Hafner, Inc. , 31 E as t 10th St . , New Y ork 3.


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274 The Journal of Educational Psychology19) J. C. Stanley, Jr. "Insight into one's own valu es." J. educ. Psychol.(In press.)SO) B. 8teffire. "The reading difficulty of interest inv en tor ies ." Occupa-tions, 1947, 26, 9&-96.tl) Donald E . Super. Appraising Voca tional Fitness. New York : Harper& B rothers, 1949.et) P . E . Vernon, and G. W. Allport. "A tes t for personal values." J.abnorm . soc. Psychol., 1931, 26, 231-248.tS ) P. E. Vernon, G. W. Allport, and G. Lindzey. Study of Values, AScale for Measuring the Dominant Interests in Personality. Revised edition,Boston: Houghton Mifflin Co., 1951.

The Development of a Test to Measure the Intensity of Values

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