THE REUTIOMSHIP OF FAMILT SIZg UB>N FRIQIDSHIP CHOICES

I» THE FIRST SIX O S M m OF THE HOBTHffiBST

ELEMEMTAIiii SCBDQL, JUSTIH, TEXAS

APfBOVKDl

Director" Q£ life© 'Dapart®n^' of'' Education

llSfiSS of tke QrWtuata jgjchooi

THE HEXA2X0MSHXP OP FAICLI S12E UPON FKIEHDSHIP CHOICES

IM THI miss: six GRADES OF THE M M M M

ELSMERTARY scrooL, JUSTIN, ra&s

fHESIS

Eressntad. to the Graduate Cooaeil of the North

Texas Stat® TeaelWTB College in Bartial

Pulfillssmt of the mqahmwnts

For th© D®grm of

MASTIE OF ASTS

By

Mada iteming toa, B* S*

Justin, Texas

June, 1&$0

TABLE OF CONTESTS

Big# IIST OF TABLES . . . lv

Chapter I , INTRODUCTION. . . 1

Statement of the Problem Bar pose of the Study Procedure l imi ta t ions So wees of Data lielated Studies

II. CHOICES OF CHILDREN IS THE FIRST, SECOND, AND THIRD GMBSS Of THE NORTHWEST ELEMENTARY SCHOOL, JUSTIN, TEXAS* 8

III. CHOICES OF CHILDREN IN THE FOURTH, FIFTH AND SIXTH GRADES OF THE NORTHffiEST £ LEMENTARY SCHOOL. . . . . . . . 26

I ? . RELATIONSHIP OF N01BBR OF CHOICES RECEIVED AID Fmi sm. ...................... 35

¥ . SUMM&RX, CONCLUSIONS, AND RECOMMENDATIONS . . . . . . . . 33

S n i i i f j Conclusions Reconnaandat ions

APPENDIX. la

BIBUOGRARIY. . . . . . . . . . . . . . . . . . . . . . . . . . . $\

i i i

Tcv-^-

HST OF TABIDS

Table Rage 1, Number of Choice® of Friends for taking Hctures

Together la the First Grade of the Northwest Elementary School • 9

2. Kuaber of Choices of Friends for Making Pictures together la th® Second Grade of the Northwest Elesjentaiy School * . . . 10

3* Muntaer of Choices of Friends for Making Pictures Together in th® Third Grade of the Northwest Eleiaentary School • U

It* Qoartile, Rank, and Nuaiber of Children in the First Grade after First Situation Encountered . . . . . . 12

5» Quartile, Rank, and Number of Children in the Second Grade after First Situation Encountered. . . . . . 13

6. Quartile, Rank, and Kuaber of Children in the third Grade Alter First Situation Encountered . . . . . . lli

7. Number of Choices of Friends for Buying Gifts in The First Grade of the Northwest Elementary School. . . . 15

8. Soaker of Choices of Friends for Buying Gifts in The Second Grade of the Northwest Elementary School . . . 16

9m Ittfflber of Choices of Friends for Buying Gifts in The Third Grade of the Northwest Elementary School. . . . 1?

10. Huasber of Choices of Friends for Making A Stiowiaan in The First Grade of the Northwaat Elementary School. . . . 19

11. Hus&er of Choices of Friends for Making A Snowman in The Second Grade of the Northwest Elementary School . . . 20

12. Kuaiber of Choices of Friends for Making 4 Snowman in The Third Grade of the Morttarest Elementary School. . . . 21

13. Number of Valentines Received by Students in the First, Second, and Third Grades of the Northwest Elementary School. 22

iv

Table Bage 2li# Qaarfcil©, Bank, and Muaiber of Children in the

Family of Students in the First Grade of the , Nortlawest Eleiaentary School after last Choice

las Made • « « • • • • . • • . . • • • • • • . • . . . • 23

15* Quartile, Bank* and Somber of Children in the Family of Students in the Sscond Grade of the Northwest Elementary School after Last Choice las Mads . 2h

16. Quartile, Rank, and Nuaber of Children in tb® Family of Students in the Third Grade of the North-west Elementary School after last Choice Was Ifeda . . . . . . . . . . . . 25

17» Total Scores from Bating Scale "Mow 1 Pool toward Others" Administered to the Fourth, Fifth, and Sixth Grades in the Northwest Eleaentary School in September. . . . . . . . . . . . . . . . . . . . . . . . 2?

Id. Quartile, Rank, and Huraber of Children in the Family of Students in the Fourth Grade of the Northwest Heaentary School in September . . . . . . . . . . . . . 28

1£» Quartile, Bank, and Nuafoer of Children in the Fan&ly of Students in the Fifth Grada of the Northwest Eleraentary School in September • • • • • * • • • • • * . 29

20. Quartile, Rank, and Number of Children in the Family of Students in the Sixth Grade of the Northwest Elesaantary School in September • 30

21. Total Scores from Rating Seal® ttI!ow 1 Feel toward Others" Administered to the Fourth, Fifth, and Sixth tirades of the Northwest Eloaentary School in February 31

22. Quartile, Rank, and Sfuiaber of Children in the family of Students in the Fourth Grade of the Northwest Elementary School in February. . . . . . . . 32

23. Qaartile, Rank, and Number of Children in the Family of Students in the Fifth Grade of the Northwest Elementary School in February • 33

21$. Quartile, Hank, and Kustoer of Children in the Family of Students in the Sixth Grade of the Northwest KLaoantary School in February. • . * < * 3k

25* Correlation of Muaber of Children in the Family and Rank for the First Six Grades of the Morthwest Elementary School. 35

26* Correlations and Probable Errors. . . . . . . . . . . . . 37

V

CmfTER I

IKTRGDUCTIOH

There i s a very prevalent idea t ha t t h e only ch i ld i n the family

i s unpopular, spoi led, s e l f i s h , and doaineering. As a mother and as

a t eacher i n the elementary schools f o r s e w nineteen years , i t has been

observed t h a t t h i s idea i s not always J u s t i f i e d * I t has a l so been

observed t h a t only chi ldren or chi ldren who corns from s n a i l fami l ies

seemingly have as many f r i ends as th© ch i l d from a large f fes i ly . I t

has a l so been observed t h a t only chi ldren appear t o be as popular as

children from large families. I t would thus appear t h a t only children

do not d i f f e r from o the r chi ldren i n personal i ty t r a i t s and they a r e

not s o c i a l l y maladjusted.

Statement of t he Problem

The problem se t f o r t h i n t h i s study i s t o detersaine the r e l a t i o n -

sh ip of fatally s i z e upon mutual f r i e n d s h i p choices i n th® f i r s t s i x

grades of the Northwest Hementary School at J u s t i n , Texas,

Purpose of th© Study

I t i s t he purpose of t he present study to determine i f t he r e is

any d i f f e r e n c e i n t h e choice of f r i ends of ch i ld ren i n smaller f ami l i e s

as r e l a t ed t o those i n l a r g e r famil ies*

Procedure

4 comparison was nade of the choices of friends by two calculations.

First, in the first, second, and third grades four records war® taken.

Each record was taken at one-stonth intervals. These were records of th®

choice® each child made for friends for taking pictures* buying gifts,

making a snowman* and giving valentines. Second, in grades four, five

and six a rating scale of "How I Feel towards Others" was used.1

Limitations

The present study is limited to the boys and girls enrolled in the

BortlTOst EXeoeritary School, Justin, Taos, in the first six grades

during the fall semester of lSk9S0, only a f m relationships and the

reliability of sociometric studios#

Sources of Data

Data were secured froa the libraries of the North Texas State College

and the Texas State College for loaen, interview® -with parents and other

elementary school teachers, and first-hand material from experience and

experiments conducted.

Belated Studies

Bohannon's study was wide at Clark University under 0* Stanley Hall

and was a typical example of questionnaire study. His study disclosed a

marked tendency to peculiarities for only children.^ Two-thirds of the

"hterl E» Bonney.

2E. W. Bohaimon, «Th® Only Child in the Family," Bsdegogical Seminary and Journal of Genetic m$chologyj ¥ (April, I898),

ch i ld ren t e s t e d war® found t o Java «disadvantageous t rmi t e .*^ Only

ch i ld ren have l a s s s o c i a b i l i t y . They often indulge in imaginary eoapffla-

ionship to conpensate f o r inadequate real conpanionehip.k Unusual

precocity tsas i n d i c a t e d , £ They do not oncer school as early, nor a t t e n d

as regularly, a s o t t e r children.6 t h e onl? c h i l d and t he youngest c h i l d

7

have «any traits in ooisaon.

Fenton s tudied t m groups of ch i l d r en : a group of 193 ch i ld ren

from t h e kindergar ten t o t h e s i x t h grade containing a t o t a l of t h i r t y -

fou r only c h i M r e n j and tiso group® of Univers i ty s tudents t o t a l i n g $12

containing seventy- three only c h i l d r e n . Fenton s tud ied these two groups

in order t o determine whether or not tha only children as a group d i f f e r e d

from the o ther ch i ld ren m a group, and i f so i n ifast d i r e c t i o n . ^ The

r a t i n g - s c a l e rasthod was used i&th t h e f i r s t group, twelve t r a i t s being

r a t e d f o r each e h i M by one or two toachers who had known tela f o r a t

l e a s t one semes te r . In general , t he conclusions were t h a t t he only-

ch i ld ren do not d i f f e r very greatly from the o t h e r children in gener-

o s i t y , sociability, leadership, popularity, s e l f - conf idence , a g r e s s i v e -

negg, truthfulness, chee r fu lness , e m t i o n a l responses and stability,

Biodesty, obedience, and i n i t i a t i v e * ?

> m d . , p . 1*76*

**Ibid. t p . k11» ^Ibid«

% b i d . 7 I h i d .

W i s Fenton, "The Only Chi ld ," Bsdogogical Ses&nary and Journa l ®£ t l * myehology, XXXV {Deciatosr,

9 I b i d .

One index of the success -with which an individual lias taken his

plac« in a social group is the degree to which he is enjoyed by the

group, the extent to which Wis associates like to xad to play irith

Mm# Social effectiveness, so defined, is tanned "popularity.* It

probably should, contrary to a trend in the literature be distinguished

from sociability—a trait in the composition of "which the Individual's

own interest in and desire to be with people looms large. ft>pul&rity,

should be defined in terns of group attitudes; sociability, in terms of

the attitudes of the individual.

Helen Lois Koch's study concerning popularity in pre-school children

m y be summarized as follows: (1) the unpopular child in the group

-tended to be less consistent in his preferences than did the popular onej

(2) intellect seeaad unrelated to the tendency to vacillate in judgaestj

(3) the girls in the group tended to prefer girls and boys tended to

prefer boysj (k) the indices showing a positive correlation with

popularity were those describing compliance, respect for property rights,

a tendency to ask for commendation, and a tendency to tattle, and (55

the sociable ehlld is not necessarily the popular one.*®

Jferl I* Bonney says that *it my be said conclusively that the only

ehild is in a socially superior position to children from other sis®

fanilles* . He farther concludes that because a child has no

^Eelen Lois Koch, ®ffepularity in l¥e-School Children* Soae Related Factors and A Technique for Its Measurement** ChiM Development, IV (June, 1933), l6l*»75.

*%&rl S• Bonney, BA Study of the Relation of Intelligence, Paiaily Size and Sex Differences with Hitual Friendships in the Prlxmry Armies,* Child SevelgpiBat, XIII (Deceaiber, 19h2), 90,

brothers or sisters, or the fact that a child has several brothers or

sisters does not in itself have any explanatory value as to why he is

either socially successful or unsuccessful#"^

The idea that only children are practically certain to be social misfits, whereas children from large families are almost equally certain to be well socialized, is aa-other example of the false assvuaption that experience is • valuable irrespective of the quality of that experience. A child from a large family undoubtedly has mny more social contacts than the only child bat sow of these con-tact® result in unfavorable traits, aruch m sibling rivalry, struggling for parental favors, and in a few cases over-dependence on an older brother or sister.13

Of all the studies of the problem of the only child, issue has

furnished evidence to show whether or riot the factor of onliness

actually mrim in its relation to the personality adjustments of

children reared in such contrasting bora® settings# Bene® the Justifi-

cation of the study by Stott who attempted to. investigate that particular

angle of the problem.-^ The only children who -mm the subjects of this

study war® 2$0 high school students, forty of.whom had grows up on farms,

forty-six of whoa had been reared in small towns, whils the regaining

fifty-four were city-bred youngsters. He found that the only child is

aot sipiificaatly Afferent from children with brothers or sisters in the

particular valuables of personality investigated# the only children

12Ibid., p. 91*

%bid.

^LelaM H. Stott, "General Hone Setting As A Factor in Tho Study ©f the Only Versus the Son-Only Child," Character and Bsrsonality, ?III {September, l£39-^une, l?lj.O), 156-62.

fro* city horses scored higher or the average thar, the non-only children

in personal adjustment, Independence, and responsibility. He ms ? on

ilia other lumd, loner in rationality than the non-only eWLM»-^

Cattail*s study of aixfcjMwo students, twenty-one years of ag®

iwealod that in saost features, similarity favors compatibility and that

numbers of friend® and enemies are related to the degree in which certain

traits are possessed by the individual#^ Ife also foimd that the nest

popular pennon will haw very high character and very low perseveration

and vice versa,*?

S« B* Guilford and D« A* Worcester raade a comparative study of

the only md sca>-only child which shmmd. that the only children ar®

equal to or superior to the other children In iburteen of the fifteen

aeasureraents considered.^8 they also found, from their study that the

only child was even a greater success than the other children in school

aa indicated by their higher academic standing and their superior

ratings in all character traits considered.-^

In another study Jfarl E. Bormey states »

%bid>» p. 168,

B* €att©ll, "Friends and Enesiss i A Psychological study,* Character and Bsrsonality, III (September, 193ii-June, 193?) < *

B* Guilford and D. A. Worcester, MA Cooperative Study of The Only and Norv-Only Child," ffedogogical Seminary and Journal of Genetic Iteyehelogy 1XXUI1 (October;

%bid», p» U17.

^Ibid»« p. 1*21*

I'm popular notion that large families cffer s gu.p®x&©r soci&Hzing environm©nfe neglects to consider the many handicaps nhich Are lilcsly to oe sssocistisd ttLtli

fuiliss todftj* Chitf juaong thss# hsndlopc Is tha sodO""«conojni© factor* Xt is qui'oe possible "that if & study were mad® In nhioh hcaae-backgroitnd ltfwls "rt equated betwon various £SUB£2~ sizes, that tho very large fondly wnid not be found to the relatively inferior social position discovered in this stud;'.

Although it is undoubtedly true that tlm number of children in tb» faaiV does mate J®ny differences in person-ality development of the children involved, these differences ax*© by no lasaris consistent nor in the saiae direction# Soae of the influences ar® positive uhereas others are negative. than tha intor-action of all conflicting factors am considered, it is not surprising that the sheer number of children In a family does not prove to be a verj discriiainating factor in winning friends in college* *

In general, studies haw® been conducted on a fairly narrow basis*

Only <ww study was concerned with children In the lower grades#

^ferl 1* Bonney, "A Study of Friendship Che leas in College in B@3a.tion to Church Affiliation, In-Ohurcti Inferences, Faoily Siso, And Length of torollaent in Collee»,« Journal of Social Ifeyofaology m z (May, 1&9), 253-66.

ClfcJTER II

CHOICES OF CMIDREN IK THE FIRST, BECOHJ3, A ® THIBD 0KMES

OF THE 80HTHRBST ELEMESTARY SCH)OL» JUST3U, TEXAS

In order to deteraine the friendship choices in the first, second,

and third grades,, four situations w i used. In October the children

war® asked to list three friends *ith whos they -Hould like to have their

pictures taken# The children w n asked to list their choices in order

of their preference. Each first choice was given a score of five

paints, each second choice was given a score of four points and each

third choice was given a score of three points. Table 1 on the follow-

ing page has been compiled to show the miAer of first, second and third

choices each student received and their total score.

Table 1 shows that student. «qs« received the largest ausfeer of first

choices* Student *R* received the largest number of second choices, but

received no first choices and no third choices. Students »J« and *u"

received no choice® at all. Students "A", «C, *G«, and *M» each re-

ceived two first choices while students «B«, «DH, and "N* received one

first choice each* Students *E», *F% "H", "1% "*J«, «i«, »0", «f»,

WR*» ttS«, «U«, and received no first choices. The largest total

score was forty-five points as made by student «Q». The next latest

seore m s thirty-three as Made by student who received four first

choices, one second choice and three third choices.

8

Table 1

NUMBER Of CHOICES OF FEIEHDS FOB M I S S HCTURES TOGBTHER IS TIE FIRST GRACE OF THE HOST WEST

ELSfiaJTARY SCHOOL

tether of Choices Received

Student Total Score Urst Second Third

A 2 1 1 1? E 1 0 2 21 C 2 0 2 16 D 1 1 0 9 E 0 2 0 3 F 0 0 - 3 0 2 1 0 H 0 0 1 3 I 0 1 1 ? J 0 0 0 0 K 0 0 1 3 L 0 1 1 T tf a 1 1 IT 1 i 0 0 5 0 0 2 0 8 P 0 2 1 H a 6 3 1 1*5 E 0 li 0 16 S 0 1 1 7 T 2 0 3 1? ¥ 0 0 0 0 ? 4 1 3 33 1 0 2 1 11

The nuMbor of first, second and third choices of children in the

second grade is shown in Table 2*

In fable 2 ishich appears on the following page, two students,

ntfl and "P each received three first choices. Student *W also re-

ceived three second choices and one third choice, giving a total score

of thirty. The next highest total score -was sad® by student RIW who

10

Table 2

3SUL38SR OF CHOICES OP MOOTS FOR MAKING HCTURES TOGETHER IN THE SECOKD CH&DB OF THE SIGHT! WEST

ELEMEffTACY SCBOOI,

Student

lumber of Choices liecoived

Total Score Student F i r s t Second Third

Total Score

A 0 1 2 10

B 0 0 1 3

C 2 1 2 20

» 3 3 1 30

& 0 0 0 0

F 1 2 1 16

G 1 1 1 12

H 0 0 1 3

I 2 2 X 21

J 0 2 0 8

I 1 1 1 12

L 0 1 0 k

X 0 2 0 8

If 1 1 0 9

0 1 0 2 11

P 3 0 1 18

Q 2 0 3 3$

11

raetlvad two first choices, two second choices, and one third choice for

a total score of twenty-om# Only m e student ted a total scoro of zero.

Student «E» did net receive any choices*

Pupils in the third grade were ale© asked -with who?a they would life®

to haw their pictures made. Their choices ar® recorded in Table 3*

Table 3

fflfMESR 0? CH3ICES OP FRIENDS FOR m&IM KCTOKES TOGETHER I I TBS THIRD GRABS Of THE SDBTWISf

SaMMAHI SCHOOL

Student

lusher of Choices Seceived

Total Score Student First Second Third

Total Score

A a 2 3 B 2 3 6 1*0 C 1 2 0 13 D 2 0 0 10 I 0 1 0 h F 1 k 2 27 0 0 0 0 0 H 0 1 1 ? I 2 2 1 21 J 2 1 1 1? K 1 0 1 8 L h 0 1 23 I 0 1 0 I* 1 0 0 1 3 0 0 0 0 0 P 0 0 0 : 0

Student *D» received the latest number of first choices. Five

students, *A% *B«, "D", « % and «J« @ach received two first choices

students «g% *G% «H"» "HP, *M»f »0% and B F did not reeeiu®

any first choices. The highest score was made by student «B«. It is

12

interesting to note thai the student with the largest score did not re-

esive the largest nuaber of first choices* Students "Q% "CP, and "J"

did not receive any choices.

After pupils in the first, second and third grades indicated their

choice for having their picture made, they were ranked and divided into

quartiles. Sable k shows the student, nusjber of children in the family

(including the child considered) and his rank based on the total scor®

received from the first query for the first grade.

fable h

QUAHTILE, BAM, A ® MJfiBSE OF CBIIDRSf II fill FIRST GRADE AFTER FIRST SlfUATIQM EM€X)UKTERBD

First Qoarfeil® Second Quartile Third Qoartile Fourth Qo&rtila

1

1 I % o * £ m 43 m

o 4# n 4 * CO

8

o # & SB?

45

35

o » o w

a ?

T

u

A

C

3

U*5

ii.5

6»5

1

3

1

3

3

4

G

F

6.5

8

10

10

10

k

12,5

12.5

1k*$

XU.5

1?

17

3

6

K

1

J

U

17

19

20.5

20.5

22.5

22.5

3

2

6

3

7

3

fable J* stows that of the t^ent^-thrae children in the first grade,

only two were only children, fhe maximvm Barber of children in the f&ndlj

13

*as nine# The two only children la the first grade verts la the first

quartila* Student »{?•, an onV child racked first and student th»

othor «nl,>T child, ranked third* Student "S,f who was on® of ulna children

carae within the third qaartile and ranked fourteenth*

The quarfcila, rank and nusaber of children in tho family for the

seccaad grade is thown in Table 5*

Table 5

QUAKTILB, RttK, AND M0IB1H OF CBXUKOr II TH5 SECOND GRADE AfTEK FIRST SETJATIOK SIGOUSTEIiED

First Quartil® Second. Quartil© • Third Quart lie Fourth Quartil©

la 1 3 o

jf

O «U|

c

1

b 1 1

1 * o

4* CO i

*

s £ i * £ p5f|

s) to ; | i • 1 <9 jjlgfjjl

1 1 1

* *

D i 2 F 5 1 i 0 j 3 L tt 5

I 2 ; t : F 6 6 ; 4 10 3 ; H :15*5 3 .

€ ^ ! 3 3 0 • 7*5 6 I ii 3 B 15.5 £ '

a It 3 j : s :?*8 2 J

1

12.5

12.5

i*

i 3

1 : 1? 6

Of th» seventeen children in the second grade, on® was aa only

child. Student « F ? an only child nas .to the second quartile -with a

rank of five# Th« largest fandll/ fas nine children of "Which student

*Bn was a zaentoer* Student BBW waa in the fourth quartile "with a rank

Of 35.5.

Ik

Table 6 stows the quartile, rank, and number of children in the

family for the third grade.

Table 6

QUAHIILE, MM* AW NUMBER OF CHILDBM IS TUB THIRD GMBB AFTER FIRST SITUATION ENCOBHTERKD

First Quartile Second Quartile : Third Quartile : Four bh Quartile

1

I 01

s

i C*l 3 o *

$5 s

O ; #.

fi

1 1 £ , 1 3 o # Js|

Ifjg

t

OT , $ O • £ L 1 1 F $ 2 1 8 5 D 12.5 ! 6

K 2 3 A 6 1 X 10 3 0 Hi 3

B ; 3 4 I 8 2 M 11 1» G 25.5 6

0 3 J 8 i ; 2 | H 12.5 ? : P 15.5 3

Only tiro students, "Lw and "A" ware only children* Student "H"

was a Btsiaber of a family of seven children. Student "L" had a rank of

one and was in the first quartile. Student «A* tes in the second quartile

•with a rank of six. Student »|f was in the third quartile with & rank

of 12.5.

In December the students in the first, second mid third grades

m m asked to list the three friends for whoa they wished to buy a

gift. Again they were asked to list their first, second and third

choice. The same scoring Method was used as befors.

15

The results of choices zaade in tla first grade ®m r®corded in

fable ?•

Table 7

IUMB.SE OF CHOICES OP FBIBUDS FOH HJXDKJ GUTS I S THE FIRST GLIADE OP THE SQBTSKBST USMBHSABI SCIOOI,

Student

Bunker of Choices Beceived

Total Score Student First Second Third

Total Score

A 2 1 1 17 B 2 0 0 10 ' C 3 0 1 IS D 2 2 0 18 E 0 0 0 0 F 1 0 0 5 0 0 2 1 13. H 0 0 0 0 I 1 1 3 IS J 0 0 0 0 E 1 2 1 16 L 0 1 1 7 X 0 It 1 19 K 0 1 1 7 0 1 1 0 9 F 1 2 1 16 Q 6 5 3 1*6 R 1 0 1 8 S 0 0 0 0 T 0 1 6 22 U 0 0 0 0 V 2 1 1 17 w 0 0 0 0

Student BQB received, the largest umber of first choices. Student

"C received three first choices and students nA«, *BB, "IF, and "f* each

received %ao f i r s t choices. Students »S»# *a"» "J", *L% *11% *1",

«T», «U«, and «W» received no first choices. The largest total score

16

naar md& by s tudent wQn . Student who received TO f i r s t choices had

t he second highes t s c o r e . Students *E% «H»# *J% *S«» " I F , ami «W"

received no choices#

The second grade chose f r i e n d s f o r ishoja they would l i k e t o buy a

g i f t . Their choicer a r e recorded i n Table 8 .

Table 8

NUMBER OF CHOICES OF FRIENDS K5R i i S ® GIFTS IS THE SECOND Gi&DE OF THE KOiMBST ELEMENTARY SCHOOL

Student

Muaber of Choices Recei Lved

T o t a l Scots Student f i r s t Second t h i r d

T o t a l Scots

k 1 2 1 16 B 0 0 0 0 C 1 1 3 3J8 D 1 0 1 8 E 0 0 0 0 V 0 1 0 l 3 G 1 1 2 15 H 2 0 1 13 I 2 2 1 21 J 1 1 0 9 K 1 3 2 23 L 0 0 0 0 M 1 3 0 17 1 1 1 1 i 12 0 1 1 0 y P 3 1 1 22 a 1 1 3 18

Student "J 8 received the l a r g e s t miaber of f i r s t choices . Student®

«B*# WS", wF« t and *L* d id not rece ive any f i r s t cho ices . Student *K"

had the l a r g e s t t o t a l s c o r e . I t i s i n t e r e s t i n g t o note t h a t a l though

s tudent «K* had the l a r g e s t t o t a l s c o w , ha had only one f i r s t cho ice .

17

The third grade chose friends for whom they wished to buy a gift*

Their choices are recorded in Table 9*

Table $

NUMBER OF CHOICES OP FRIKHBS BOB BUHNG GIFTS I I THE THIRD OMDE Of THE NOKTIWEST EtEMESJARI SCH30L

Student

lumber of Choices Received

Total Score Student First Second Third

Total Score

A 1 1 3 15

B 2 0 3 is

C 1 3 0 17

D 0 1 1 1

E 1 1 1 12

F 0 ii 0 16

Q 0 0 0 0

II 0 1 1 7

I 1 1 1 12

3 1 1 1 12

K 2 0 0 10

L 3 2 2 29

M 1 1 0 0

M 3 0 3 21

0 0 0 1 3

f 0 0 0 0

18

Two students, aL8 and MH" received three first choices each yM.1®

students WB* awl nK* received two first choices and students" A", "C*,

KW, «X«, »J«, and «M* each received one first choice. Only student®

«B% »F% «G«, «H% «Q», aad «P failed to receive any first choices.

Students «A«, "IF, »EM, "II", "I", *J», and «M" each raceived one

second choice while students *B», «G«, »K«, »M», *0% and "F* received

no ®©ccnd efaaie®®* Student «P* received the smxxmtm number of second

choices, four.

The ms£.mm number of third choices, three, was neeived by students

wAn, ,fB«, iMl© no third choices iser® received by student# wCtt, "F",

«<P, MK«, and «F», Student »L« received two third choices.

The highest total score was twenty-win® and was made by student

"IP* Twenty-one ® s the next highest score and was mad© by student

Students flG% "If and "F received no choices at all*

In January the weather assisted the study by offering snow. The

students in the first, second and third grade® •were asked with whom.

they would like to make a snowman. Again they indicated their first,

second and third choice as in previous situations. The same scoring

system was used. The number of choices and the total score of students

in the first grade are recorded in Table 1G*

Table 10 indicates that student n<$* received the largest number

of first choices and also the largest nuaatoer of second choices.

Student *0" received the largest number of third choices. Students

•BP, «J«, «£% «®», nll», *F» »R% *8% «U* and **W» received no

first choices* Student «{?* had a total score of sixty-seven. Students

*2% "if, "N" and "U* received no choices at all*

19

Table 10

WISER OF CHOICES OF FRIENDS FOR IftHHG A SM3WW II TUB FIKST OMM3E OF THE SDJffHKESf EX2WTMY SCHOOL

Student

Stastoar of Choices Recs sived

Total Score Student First Second third

Total Score

A 1 2 1 16 B 1 1 1 12 C 3 2 2 29 s 2 0 0 10 E 0 0 0 0 F 1 0 2 11 Q 1 2 2 19 H .0 0 1 3 I 1 1 0 9 3 0 1 1 1 K 1 2 2 w i 0 0 1 3 II 0 0 0 0 I 0 0 o 0 0 1 0 3 Hi P 0 2 1 11 Q 8 6 1 67 1 0 0 1 3 S 0 1 1 7 T 2 1 1 It 0 0 0 0 0 V 1 1 1 12 ¥ 0 1 1

!

7

Studrats in the second grade war© also -asked. with whoa thay TOM

like to wsk© & snoiraan. Table 11 shows the msfosr ©f first, second

and third choices each student in the second grade received for making

a mmman*

Bat®, in Table H indicate that students WI* and "Qf ®aeh re-

ceived ttare© first choices and students w$' and *Kn each received tw>

20

Tabl® 11

NUMBER Of CHOICES OF FRIENDS FOR JTF.KIKG A SB0KMN IS THE SECOND GRADE OF THE mmwm: zwmmix SCHOOL

Student

Numbly c if Choices Received

total Score Student FIret Second M a i

total Score

A 1 0 1 8

B 0 0 1 3

G 0 2 1 11

D 2 1 1 1?

E 0 0 0 0

F 0 1 1 ?

G 1 1 0 9

11 1 1 0 9

I 3 0 3 2k

J 1 3 1 20

X 2 3 Q 22

& 0 0 1 3

M 1 0 3 111

H ' 1 1 1 U>

0 1 0 0 5

P 0 2 3 i?

Q 3 1 Q

21

first choices. Students »6»> »ew, "E**, "f",- nLn

t and WP* received no

first choices and student "Efl received no choices at all. Student

"I* had the imxtemm total seore of twenty-four while student WKM had

& total score of tventy-tvo*

the choices of the third grade students for friends for making a

snowaan are recorded in Table 12»

Table 32

WJMBER OF CHOICES OF FBIS3DS POE M&KI1G A S®1MI IK THE SECOND GRADE OP THE UQKfHfESf HEWmilT SCHOOL

Student

Huiaber of Choices Received

Total Score Student First Second YMrd

Total Score

A 1 3 1 20 B 3 1 1 22 G 0 1 3 13 D 2 1 1 17 £ 2 1 1 - .. 17 P 1 2 1 16 G 0 0 0 0 H 0 0 t 6 I 0 0 1 3 J 0 2 0 8

> I 1 0 1 8 L 5 1 1 32 M l 2 0 13 H 0 2 2 1% 0 0 0 1 3 P 0 0 0 0

la tit® third grade, five first choices for asking a. snoroaan war®

received by student "L*. Student "B* received three .first choices for

making a snowan and students *»P« and HE" each reeei-rod two first choices*

22

Students *0-* and Mf*' received no choices at all. The aaxiwta total

score mas thirtj-two and was mad© by student "LM. The next highest

scorn «as laade by student W£B and iss twenty-two.

In February, the maber of valentines received by each stxident

«as recorded in Table 13. All three grades are shown in Table 23#

Table 13

NUMBER OF VALESTCIHSS R8GEIVED BY STWWSS IS THB FIRST, SECOND, A ® THIKD GRADES OF THE

NORTHWEST ELEMEHTARI SCffiOL

Student Iteaber fieceived

Student

First Grade

Second Grade

Third Grade

A 2? 16 1$ B 7 1? C 16 18 16 D 8 18 12 1 5 9 19 P T XI 16 G 2k XI 10 H 20 Hi 17 I 35 16 18 4 9 12 20 I 16 16 11 L ? 13 21 M 17 lit 1$ M 6 15 m 0 11 29 16 P 22 17 Ik

30 10 a lit s 10 t 27 u Hi ¥ 15 w 10

23

Tli® most valentines received by a f i r s t grader was t h i r t y , r e -

ceived by student »QW. The smallest number, f i ve , was received by

student BEM» In the second grade, student B0« received the raaxaisaja,

nineteen, valentines# Student "B" received seven. Student "Ln i n

the t h i r d grade received twenty-one valentines while student «K* r e -

ceived the fewest valent ines, eleven.

When the l a s t choice had been posed and resu l t s tabulated, the

f i r s t three grades were rated and put into quarfciles based on t h e i r

t o t a l scores . Table lit shows the qua r t i l e , rank and raustoer of children

in the family fo r students in the f i r s t grade*

Table 11;

QUARTILE, BAM, AMD HBMBEH OF CHXLDREBI IS THE FAMELI OP STUDESTS I I THE FIRST CHADS OP THE 10MWEST ELEMHfrARr

SCHOOL AFT EE IAST CHOICE WAS M&DE

First Quartils Second Qo&rfcila; arr.'rt'i'am'BraiaB .»TBSSS

Third Qaartile Fourth Quartile

C a § R I 1 e 1

if 3 : 3 r-t s *8 £ ! t ' 3 15

1 i O m

1 1

o «f I 1

o •8 3 S

O #

J M M . .j & J ; st $ J! o

: J* , , •f? w « &

Q ! i l M : 7 3 U : 12 : 3 : J 1?»5 7 A 1 ^ 2 . 5 • 3 C 8 , 5 It 0 33 2 K 19 6 T 2 .5 1 K 8 . 5 6 £ 14 6 p 20.5 3 G h 2 I 10.5 2 S ! 15»5 T ; L !20»5 3 P 5 1 k 1 ¥ 10,.5 3 W 15.5 2 : I 22 2 H 6 3 B 17.5 4 : I 23 9

Students "Q" and **TB msm the only children i n the first grade.

Student «Q* ranked f i r s t and student «TM ranked t h i r d . The la rges t

tk

family contained nine children. Student MBW was a member of the largest

family and had a rank of twenty-three and was last in the fourth

quartila*

The <juartil®, rank, and ooatwr of children in the family for

students in the second grad® is contained in fable 15*

Table 15

QUAKTILE, RAM, A ® HUMBER OF CHILDREN IN THE FAMILY OF STUDENTS IS THE SECOHD GKADE OP THE HOHIHREST KLBHE8TAKX

SCHOOL AFTER UBS CHOICE IAS MD£

First Quaytile Second Qoartil© TMrd Quartila Fourth Quartile

m

3 o • o fSk

4» «l

o s#

J PS

•€ #

H o

£

£f t *0

o •

A

0

1

c

D

1

2

3

It

fc

2

3

3

P

K

A

N

5

6,5

6.5 3

3

H

M

L J

P

9.5

9«5

11

12

13.5

3

3

5

it

6

G

Q

S

B

13.5

L5

16

L7

6

3

6 *

In the second grade at the end of the period of study only one

student mas an only student# Student nP', an only child was at the

top of the first quartile with a rank of five# Student "BH was a

25

member of a fatally of nine. Student ®B« ranked seventeenth and was

last to th© fourth quartlie.

The quartile,, rank and nuiaber of children in the family for

students in, the third grade is contained in Table 16.

Table 16

QUAHTILE, H4KK, AND MUMBEfi OF CHILDREN II TIE FAMXI OF STUDENTS IM THE THIRD Gwm OF THE NORTHWEST 1 £ H T M I

SCHOOL AFTER IAST CHOICE WAS MkDE

First Quartile ; Second Quartile Third Quartile Fourth Quartile

a £

*#1 I « e

I 1 m

I •

#*"t * o • o as.

1 : 1

& . 1 rHf o # 1

0 . ..ap 1 f l *

o ,... ; n ^

,lir-.«P i li #

. ^

L 1 i ! i j 3.5 5 0 9*5 : 3 L P 13 3

3 2.5 2 I 6 I 2 ! C 9»5 ; 3 D Hi 6

N 2.5 3 H 7.5 7 F 31 ! 2 : i 15 3

A 3.5 1 B 7.5 U j 1 12 It a 16 I 6

Two only children were in the third grade# Student nV*$ an only

child ranked f i r s t in the f i r s t quartile while student MA% the other

only child ranked at the bottom of the f i r s t quartile. Two students,

*P» and lt0« were members of families of six and ranked in th® fourth

quartile.

CHAPTER III

CHOICES OP CHILDREN II THS FOUHXK, FIFTH AMD SIXTH GHADJSS

OF THE NORTHWEST .SEMTABT SCHOOL

Friendship choices were determined in the fourth, fifth and sixth

grades by using the rating scale, *1Sw 1 Feel towards Others'*, a eojgr

of which my be found in the Appendix. The rating seal® was adminia~

tered to the tliree grades at the beginning of school and again at the

end of the steady period.

Bach student was given a list of everyone in the class and was

asked to place a mister opposite each name to indicate their choice of

that student as a friend.

Scores -were computed by giving each first choice a plus two, each

second choice a plus one, and each third choice zero. Selections were

scored by giving a minus two for four and a minus two for five.

Table 1? has been compiled to show the scores made by the fourth,

fifth, and sixth grade students when the rating scale »How I Feel towards

Others" was administered in September.

In the fourth jpsade, student nAn had the largest score, twenty—

six, wMle students *B* and "O* each had scores of twenty*»four« The

smallest score, two, m e made by student "0".

In the fifth grade, student *1* had a total score of thirty—

six and students "BP and "0" each had scores of thirty-two. The

lowest s«ore reeorded in the sixth grade was three. This score was

26

27

fable 17

TOTAL SCORES FROM RATING SCALE "HOW I FEEL TOWARDS OTHERS® ADMINISTERED TO THE FOURTH, FIFTH, AHD SIXTH GEADES II THE

NOITOEST i m m B I SCBDOL 18 SEPTEMBER

Student Fourth Grade Fifth «rade Sixth Grade

A 26 9 27 B 2h 1 27 C 9 11 26 D 23 12 26 1 11 12 29 F IS 11 13 G 2k 7 22 B Ik 21 32 I 5 13 36 J 18 8 25 K 6 5 25 L lit 11 22 M 20 1? 17 I 1? 17 3 0 2 32 P 22 Q 31 R Hi S 19 T 14 0 31 ¥ 17 w 2i*

made by student «NW. The highest score in the sixth grade was thirty-

six Biade by student "I«,

Totals for the fourth, fifth and sixth grades ranged from a low

of one reported fey student *B* in the fifth grade ot a high of thirty-

six reported by student "I* ia the sixth grade. Low grades of two and

three mere also mad© by student *0* in the fourth and student BHW in

th© sixth grades respectively#

28

A® in tli® lower grades, the students in each grade herewith con-

cerned nere ranked according to their total score and pat into

quartiles. fable 18 stows the quartile, rank, and number of children

in the family for students in the fourth grade after the first rating

scale was adadnistered .

Table 18

QUAETILE, HANK, AMD NUMBER CF CHIIDHEB IN THE FAMI LI OF SWIIMTS II THE FOURTH GBADE OF THE

NGHTHWEST ELEMEtTARf SCHOOL

First Quartile Second quartile third Quartile Fourth Quartile

1

2 o 4 O A .

*r§ o

4

M S3 _fiL

o *

4»

1 1

JtL

& o 4 o JBL

A

a

B »

1

2

3.5

3.5

2

2

3

2

J

U

F

a

5

6

7

8.5

3

6

1

It

8.5

10

11

6

6 c

I

0

12*5

12.5

aii

1$

h

3

3

3

Student «f« was the only child in the fourth grade. The rank of

student »F« -was seven and he was in the second quartile. Three students,

»M% "Sf", and "L" ware aemfoers of families of six children. Student

"HP had a rank of six and was in the second quartile while students

«MB and WL» had ranks of 8.5 aii,. ten respectively and both were in the

third quartile*

29

fable 19 shows the quar t i le , rank, and number of children in the

family for students to the f i f t h grade a f t e r the f i r s t rat ing seal# was

administered.

Table 19

QUMffJLE, mm, AMD NUMBER OF CHXXJDHBB I I THE FAMILY OP STUDBHTS IN THE F0UHTH GRAM OF f Hi NORTMEST ELEMEMTARI SCIDOL

Firs t Quartile Second Quartile Third Quartile Fourth Quartile

% 1 2? o

-p c m •Xt

S3

c

£ o

• §

1

<3

i 3* o , o

+» m 1 # £ *s

JO 1 * o S3

.JL&

So 1 • o m

0 S 1 • £

H 1 5 B 4*5 9 L 7,5 3 J 11 2

M 2 k : G 7*5 h H 7*5 0 12 3

I 3 2 ! F 7.5 7 A 10 2 K 13

E k*5 6 B Hi

Mo only children were jaeabers of the f i f t h grade. Students ttIw,

»AB and W.JB ©aeh had only one brother o r sister. Student WIB had a

rank of three and was in the f i r s t quar t i le . Student was a t the

bottom of the third quarti le with a rank of ten and student «JR, a t

the top of the fourth quarti le had a rank of eleven* Student was

a member of a family of nine children and was a t the top of the second

quartile with a rank ©f k*$*

The quart i le , rank, and number of children in the family fo r

students in the s ix th grade are recorded in Table 20#

30

Table 20

QUAKTILE, MM, AMD HUMBER OP CHILDREN IS THE FAMILY OF STUDENTS IK THE SIXTH OHM® OF THE NORTHWEST MBMPASI SCHOOL

First Quartile Second Quartile Third Quarfcile Fourth Quartile

a 8 2

e

I : rl I

1 *6

r*t % ! o

"fi

J •a « n £ O : 4»

1 *o

$ o to •s 4*

m 1 i < +> co O

SB \ **

*2 CO

; 1 i ; a 5*

1 S

I i ! 2 B 7 . 5 k ! W 13 2 : M 1 8 . 5 ! 2

H 2.5 1 | A 7.5 2 G 15 2 ¥ 1B.5 7

0 2*5 2 G 9 . 5 it L 35 3 ! a i 20*5 3

Q hS \ 2 | D 9 . 5 6 i P 15 i 3 T 20.5 U

V l u 5 3 i J 11.5 3 ; i s 17 6 F 22 9

E 6 3 K 11.5 1 M 23 1+

Students "IF and MKW -wars only children. Student WHB had a rank

of 2.5 and was in the first quartile. Stuctent "K* had a rank of 11.5

and m s at the bottom of the second quartile# Student "F* was a asste

of a family of nine children. Student WF" had a rank of twenty—two

and catae Tfdthin the fourth quartile.

In February the rating seal® "low I Feel towards Otters" we® again

administered to the fourth, fifth, and sixth grades. Table 21 records

the scores mde in each grade*

The scores in Table 21 show a high of thirty-eix and a low of two*

The highest score in the fourth grade was twenty-one reported by

31

fable 21

TOTAL SCORES FHDM RATING SCALE "HOW I FEEL TOWARDS OTHERS'' ADMINISI'SRSD TO THE FOURTH, FIFTH, AMD SIXTH GRADES OF THE

NOHTHfESr ELE1IEMTARI SCHOOL II FEBRUARY

Stodsnt Fourth Grade Fifth Grade Sixth Grade

A 29 20 32 B IB 10 20 C 16 19 28 13 13 12 23 E 7 21 22 P lit 11 11 0 21 8 25 H Hi- 23 36 I 16 11 33 3 18 16 20 K 8 15 30 I* IB lit 20 M 19 22 20 K 17 IS 6 0 2 35 P 19 Q 32 E 18 S 16 T 2? U 32 V 28 1 21

student Student *0" in the fourth grade rsade the lowest grada,

two# A total score of nineteen iras reported by students "AM and "I8

in the fourth grade*

In the fifth grade th© maximum score was twenty-three reported by

student mW* tcnr score in the fifth grade was eight reported by student

"GF» Student nM" made a total score of twenty-two, the second highest

grade.

32

Scores in the sixth grade ranged from a high of thirty-six re-

ported by student "IF to the lowest of six reported by student "H".

Student n0H had a total score of thirty-flv® and students "A", "Q",

and each reported thirtyM?*© as their score.

Again, the students were ranked tod pit into quartiles, using the

total score a® a basis# Table 22 records the quartile, rank, and nuatoar

of children in the family for the fourth grade.

Table 22

CpAfiSILSf liANE, AND SOME® OF GHHIIREM IM THE FAULT OF STUDENTS IN THE iWBf 0 GRADE OF THE NORTHWEST EISfflTAEX SCHDOL

First Quartile Second Quartile Third Quartile Fourth Quartile

^ 1

£ 4> m !

, £4 r i o • o 55

| I , i 6 i 43

I "9 • i j

0 •

a

1 «

J f

r4 ; a IS •

>s a

0 l 2 L It 6 I 8 3 D 12 2

A 2.5 2 K •' 6 6 F 10.5 1 K 13 u

M ; 2.5 6 B 8 3 I! 1 0 . 5 i 1* 1 Hi 2

J • 3 ; C 8 3 0 15 3

Student #F, the only child in the fourth grade, ranked 10,5 ;*nd

lias in the third quartile. Students "if, ®£% and "N" mm members

of families of six children. Student aH' had a rank of 2.5 and was In

the first qua it lie* Student *L* -was at the top of the second quart 11©

with a rank of four». Student rtNM -was also in the second quartile.

33

The quart i le , rank, and number of children in the family of the

f i f t h grade are shown in Table 23«

fable 23

QUAKTILE, RAMS* AMD NUMBER OF CKI1DHEN IN fHE PAMELI OF STUDKNTS IS THE FIFTH GRADE OF THE JOETIiKEST KLEMEHTARX SCHOOL

IM FE8RUABX

F i r s t Quartile Second Quartile Third Quartile Fourth Quarti le

c S3 c £ g g 8 3

4$ 3 J j

43 4$ 4 a a C a

3 •S 0 * | | 0 ; •

1 1 0 * Q

t? $ : O *

£ ; ; & H .r|.fe m I n & 1 : £

43 m «! | M 1 m

it : 1 5 C 5 4 1 ; : is li F 11 .5 \ 7

M 2 it J 6 2 L 9 3 I 21,5 ; 2

I ' 3 6 I ?.5 it

• B 10 9 B 13 4

A : k 2 G s ill- 3

Student *A", a ineraber of a family of tiro children had a rank of

four and was at the bottom of the f i r s t quart i le , . Student •D* who

was a member of a family of nine children had a rank of ten and was a t

the bottom of the third quart i le .

For the sixth grade, the quartile, rank, and number of children

i n the family for students concerned are recorded in Table 2h»

Table 2h shows that students nW and *W* were only children*

Student BH* had a rank of one and •was at the top of the first quartile*

Student WKS had a rank of six and was a t the bottom of the f i r s t quart i le .

3K

Table 2k

QUAIZTILE, M M , AMD NUMBER OF CHZLDKEH IN THE FAMIM OF STUDENTS IN THE SIXTH GRADE OF THE NOHTIWEST ELEMBSTAEI SCHOOL

II FEBRUARY

first Quartile Second Quartilfl third Quartile Fourth Quartile

4$ i § ! $ CO , TT s

2 •r4 JUS 0 ; *

sas !

1 V»png |

44 1

*rt A O • M

s

1 # 1 la if

S3 s tj r*4 id 0

; 0 .

4* s s

1 £ 1 , a 8 3 % 0 M M

H 1 1 C 7.5 K E 12*5 ; 3 . 1 16.5 2

0 2 ' 2 u 7.5 ? W HJ 2 p 19*5 3

I 3 ] ; 2 T 9 It B 16.5 4 a i ;i$>.5 3

Q k S 2 G 10 2 J 16.5 3 s 21 6

V US 3 D 11 6 i l ; 16.5 ! 3 F 22 f

K 6 1 A 12,5 2 N 23 1*

Student MFn vho was on® of nine children m s in the fourth quartile -with

& rank of t^enty-^wo#

CHAFFER If

RELATIONSHIP OF NUMBER OF CHOICES ItKCEIVED

AID FAMILY SIZE

The Spearman Bank Method, of Correlation -was used to d@term.rn the

relationship of popularity as indicated by the iwisber of choices each

student received in certain situations to family size* Tim correla-

tion for all grades is recorded in falsi® 25.

Table 25

CORRELATION OF NUMBER OF CHILDRM IN THE FAHILX aid mm mn the nam six grades of tse

wrtimst m s w m s r school

Grade First Teat Second Test

First j* .29 £ »k7

Second £ .60 + .71

third / «63 / .U6

Fourth / .37 •• .11

Fifth - ,28 - .02

Sixth / .52 ** .50

It laust be explained that this correlation cannot be considered highly

reliable because of the saall number of students considered.

35

36

In the first grade, the correlation of / .29 on the first test

is not significant. On the second test tho first grade gained to a

correlation of / Ji?. This may be explained by the fact that during

the interval between the tests, these children who had nut been in

school before, had a chance to make up their winds about their

choices of friends. The children from the smaller families ranked

higher on the number of first choices received.

In the second grade, the correlation of f .60 on the first test in-

creased to fim'll. on the second test# This would inply that children

from the smaller families ranked Higher on the nuufcer of choice® re-

ceived.

The correlation for the fourth grade was skewed for both tests

because no large families were represented. The correlation dropped

from f .3? on the first test to - .11 on the second test. There was

no significant correlation.

lo only children were represented in the fifth grade. The cor-

relation of -.28 on the first test and -.02 on the second test was no

measure at all. There was no significant correlation.

Ho significant correlation existed in the sixth grade. There was

no significant variation in the correlation of the firet test, / .52

and that of the second test, / .50.

The laek of significant correlation in the fourth, fifth, and

sixth grades could be caused by the beginning of adolescence* At this

age, physical development often brings about instability of choice.

ftrobable errors ware calculated by the Otis Method, The correlations

and probable errors for all six grades are contained in Table 26.

37

Table 26

CORRELATIONS AID KS3BABLE ERRORS

First Test Second Test

Grade Correlation ft-otoable

Error Correlation Probable

Error

First + *29 £.13 / «li? £.11

Second £ .60 £ »M / #71 £.08

Third 4" ' 3 £.10 / .16 / .13

Fourth / .37 £ .15 *» .11 £ .1?

Fifth - #28 £ .16 - *02 £ .18

Sixth £ »I>2 £ .10 / *5o £ .10

The greatest probable error in the first test was in the fifth grade.

Tfa® probable error nag £ *16# The greatest probable error in the second

test was also in the fifth grade. The probable error for the sec end test

was £ .18# The fact that the greatest probable errors occurred in the

fifth is no doubt due to lack of only children represented.

c m If EE IV

swsai i f , CONCLUSIONS, 11© H£COIOIE8D&TIOIIS

SmssarF"

ftoe p-msent study has been concerned iri.th the re la t ionship of

family size upon friendship choices in the first six grades of the

Northwest Bleiaentary School, Four s i t u a t i o n w r s used to determine

fr iendship choices i n the first, second, and third grades. Each child

recorded his f i r s t , second, and th i rd choice of a f r iend to have h i s

picture made nith, to buy a gift for, and with •whom to build a snosaaru

The f i n a l s i tua t ion fo r the f i r s t three grades was a count of the number

of valentines received by each child» The same a coring -was used i n

a l l s i tuat ions*

In the four th , f i f t h , and s ix th grades, the ra t ing scale , *80*

I Feel towards Others" was used. The scale was administered f i r s t in

September and l a s t in February*

After the f i r s t s i tua t ion had been encountered and resu l t s t abu-

la ted , the students i n each of the f i r s t three grades were ranked

according to t o t a l score and p i t in quarbiles* Ihen the r e su l t s of

the adjainistering of the ra t ing scale had been tabulated, students i n

the four th , f i f t h , and s ix th grades -were ranked according to t o t a l

score arid put in quart 11m.

The Spearman Rank Method was used to calculate cor -elation of

f r iendship and fasdl^ s ize and the Otis method was used t o detemine

probable e r r o r .

38

39

Conclusions

From data. set. forth in the four preceding chapter®, it is concluded

thatt

1* There is no statistical evidence to show any definite relation-

ship between family size and friendship choices#

2* Only children enrolled in the first six grades of the North-

wast Eleaentary School mm within the first two quartiles in all but

one case.

3*- Children from families of two or sore children were evenly

distributed throughout the quart ilea*

k* Only children were no better and no worse than other children*

5» Correlations held up ir the first three grades, but for some

unknown reason the fourth and fifth grades indicated 2am peer acceptance

m the scale.

6. Sociability was high until about the age of adolescence* How-

ever, this group of children (the fourth and fifth grades) have always

been considered an unsociable group by their teachers ever since enter-

ing school.

7. Students receiving the largest number of first choices were

not always only children.

8. Students receiving the smallest number of first choices were

not always froa the largest families.

Becost»ndatians

Froa the foregoing data the follwing r ecossna ndati oris are made s

1. Inasmuch, as the students used in the present study were not

to

representative of family size, it is recommended that the study b©

aade on a more extensive basis*

2. It is farther recommended that mrm situations be used to

determine friendship choices•

3« The efforts by teachers to initiate sociability through

activities in small groups in the first grade should be extended to

the higher grades#

li. Consciencious effort should be made to improve the sociability

of children in the first six grades,

$• Some rating scale should be adsianistered throughout the year to

determine progress*

6. Some rating scale should be administered to determine how

children feel towards others.

A P P S I D I I

APPEFFIJIX A

BAMS, NUMBER OF CHILDISH IN THE FASOXI, AMI OCCUBITIOM OF THE

FATHER OF THE STUBEHTS 1M THE FUST GRADE OP THE

NORTHFFBST EIEMSKTARY SCHOOL .

Student Bank on

First Test Bank on last Test

IhiBfeer of Children i n the Family

Patter's Occupation

A kS 2,5 3 Mechanic B 10 17.5 & Santa Fe Employee C 6#5 8*5 it Farmer

D 12.5 19 6 BaliTffiaij E 2iu5 23 9 Farsser F 12«5 20,5 3 Farmer G 8 b 2 Jharmaciat H 20*5 6 3 Service Station Owner I 1? 10*5 7 Dairyman J 22»5 17.5 2 Fawner K 20.5 8.5 6 Ifi.ni®ter L 17 20*5 3 Farmer M 4*5 7 3 Electrician N 22 2 Mechanic 0 14*5 13 2 Farmer P 10 5 it Dairyman Q l 1 1 Automobile Salesman H 6*5 Ik 6 Farmer 5 IT 15*5 7 Farmer T 3 2.5 1 Farmer U 22.5 12 3 Carpenter V 2 10.5 3 Track Driver w ID 25*5 2 Farm Hand

hZ

APPENDIX B

IUHKS, NUMBER OF CHILDREN IS THE FAMILY, AND OCCUff.TION OF THE

FATHER OP THE STUDENTS BT THE SECOND GRADE OF THE

HDETHRESr ELEiffiHTAEI SCHOOL

Studen t Hank on

F i r s t T e s t Bank on Las t T e s t

Number of ChiMr®n

i n t h e Fami ly

Fa ther*s Occupafcioa

A 10 6 . 5 3 Hoaeaaker (Sfcther) B 3 5 . 5 17 9 Farraar C 3 3 3 F a rmr D 1 3 2 S e r v i c e S t a t i o n Omiar B 17 16 6 Laborer F 6 . 5 13.5 6 M i n i s t e r Q 7 . 5 1 3 . 5 6 M M s t s r II 15,5 9 . 5 3 I c e Dock Worker I 2 3 •O Truck Driver J 1 2 , 5 12 It Merchant K 7*5 6 , 5 2 Farmar L l i t 1 1 5 A i r c r a f t Baployee X 22.5 9 . 5 3 Jfechanic N 1 1 3 3 Farmer 0 9 1 3 F&raer P 5 5 1 Fam»r Q it 15

3

Farmer

it3

APPENDIX C

RANKS, NUMBER OF CHILDHEM II TIE FAHILI, AMD OCCUPATION OF THE

FATTIER OF THE STUDENTS IN THE THIRD GRADE OP THE

KOHTHftEST ELEUENTARr SCHOOL

Student Bank first Test

Barak Last Test

Ifuawer of Children in th© Family

Patter's Occupation

A 2.5 3,5 1 Eanefaer

B 1 7.5 It Farasr

C T 9.5 3 Homemaker (Mother)

D 8 1h 6 Bairyjsan

E 11.5 3.5 5 Dairyman

F 2*5 11 2 Riaraacist

G 15 16 6 laborer

H 10 7.5 7 Dairyman

I 5 5 2 Aircraft feplojee

J 6 2.5 2 Aircraft Employee

K 9 15 3 Famer

L k 1 1 Parraer

M 33 2.5 3 Aircraft 'Employee

N 11*5 12 u Parser

0 IS 13 3 Farmer

hh

AHBfMX D

MffiS, HOMBER OF CHILDREN I I f HE FAME LI, AND OCCUMTION OF TIE

FATHER OF ?HE STOBEMTS IN TO FOURTH GKABE OF THE

l©Bf HWSST EliSMEMTARI SCHOOL

Student Bank on

F i r s t Test Rank on Last ? « s t

Master of Children

i n t h e Family

Fa the r ' s Occupation

A 1 2 .5 2 Farmar

B 3 .5 8 3 fbstasaster

C 32*5 8 3 Mechanic

D 3 . 5 12 2 A i r c r a f t Employee

E 11 111 2 Dairyman

F 7 30.5 1 A i r c r a f t Saployee

a Z 1 2 farmer

H 8 .5 10.5 k Mechanic

I ah 8 3 Parser

«J $ h*S 3 ftaraer af»

K 12.5 13 It Santa Fe Baplojrae

L 10 4 .5 6 Farmer

M 6 2 .5 6 Farmer

1 8*5 6 6 Farmer

0 25 15 3 Fanaer

1*5

APPEMDIX E

HANKS, NUMBER OP CHILDREN IN f HE FAMILY AND OCCU EftTION OP THE

FATHER OF THE STUDENTS IN THE FIFTH GRADE OF THE

SOHPHSIST ILEWMRX SCHOOL

Student Hank on First Test

Rank on Last Test

Number of Children in the Family

Father*s Occupation

A 10 It 2 Mechanic

B alt 13 2 Santa Pe liaployee

C ?«5 5 J* Fanner

D 1**5 10 9 Farmer

E kS 3 6 Farawr

F 7.5 11,5 7 Bairya&n

0 12 Hi 3 Ice Dock lorker

H 1 1 5 Dairjiaan

I 3 11.5 2 Farmer

J H 6 2 Mechanic

K 13 7.5 It Dairyman

L 7.5 9 3 Service Station Owner

X 2 2 It P&naer

H 7*5 7.5 & Carpenter

U6

A PUHfXffX F

RAHKS, N0M6ER OP CKEXBSW IN THE FAIIILX AND OCCUPATION OF THE

FATHER OF THE STUDENTS IN THE SIXTH GliADg OF THE

NORTHWEST EI£ifflWTARY SCHDOL

Student Baric on

H i s t Test Bank on las t las t

Number of Children

in the Family

Father1a Occupation

A 7.5 32,5 2 Lumberyard Owner B 7*5 16.5 it F&sser C 9*$ 7*5 k Farmer D 9*5 11 6 Dairyman E 6 12*5 3 fteraor F 22 22 9 Farsaer G 15 10 7 Farmer H 2.5 1 1 Minister I 1 3 2 Aircraft Employee J IX*? 16.5 3 Feed Mill Owner K 11*5 6 1 Truck Driver L 25 iy6*5 3 Aircraft Eteployee V 18,5 16*5 2 Farmer N 23 23 it Farmer 0 2,5 2 2 Waitress (Mother)

fsrxwr P 15 19.5 3 Waitress (Mother) fsrxwr

Q h*S U*5 2 Homeiaaker (Mother) 1 20*5 29*5 3 Faraer S 1? 21 6 Carpenter T 20*5 9 Farmer U J*.5 lj»5 3 Aircraft employs© V 18.5 7.5 7 Fanaar w 23 2 Farmer

APJBKHX G

im I FEEL T o m © Of a m

fhe teacher and the pupils should read this entire scale together.

To tim pupilss

Ion hsv® all taken a lot of tests to measure your knowledge of arithmetic, reading, and other subjects. Tou have been asked to take these tests eo your teachers would know better how to help you la your studies, low you are asked to tell how you feel tcward other children ia your room* f his is not a test lite the others ywa. have taken* There are no right or wrong answers* All ym. rased to do is to 'tell how you feel toward other children in your room. By doing this you will help the teacher to ternw you and the other children in your room better. M© child will be allowed to see another ohlM*® paj»r#.

DIRECTIONS. On another sheet of paper you have the names of all the children in your room. As soon as we finish reading the directions you will be asked to place a number in front of each of these names, including your own. The nusfoer which you will use are the mmtoers of the para-graphs listed below. '<

Bo not pit any Bombers now. Please pit your pencils down until you are' told by 'yswr tea&her to begin.

He wast first read all the directions together, so you will be sure to know how to asark your Hst of naaes.

Uuaber 1 is fori % t^st ffiends. How can we tell our best friends from Just ordtaary friends? Selow you will find listed some things which are generally true of our best friends.

A. Xou want your best friends in yeur gang or club. B. Xou teH your besi friends sos» of your secret® and troubles* C. lou have a geoil %'£a» with them in games. D. ton are glad to help them in any way you can.

lumber 2 is fori My other friends. Besides our best friends all of us have friends whoa w© lilte' fatrly trail.

A. Ibu talk with your other friends about things that have happened at school or in your' iown.

B. Xou cian»t tell your other friends your secrets or troubles* C. lou play and work with them a H right. D. You nould invite them to a party if you were going to have a large

number of guests.

m

U9

Nuiaber 3 i s f o r i Children I don't know. Thar® m j be soae ch i l d r en i n our room -who® wedoh^ i know we l l enough t o knew whether we l i t e them o r n o t . I t may be t h a t we h a w not been wi th the® enough to t e l l much about them. We d o n ' t know how we r e a l l y f e e l about t hese c h i l d r e n ,

Number 1* i s f o r i Children I know but who a r e m i my f r i e n d s . A l l of us know some persons qu i t# wel l b u t w e do not consider t h e m t o b® our f r i e n d s *

A. You do not held anything aga ins t ih® persons who a re not your f r i e n d s , but you d o n ' t care t o be around thezs mch*

B. Ion do not s t o p t o t a l k to t h e s e people unless i t i s necessary t o be po l i t e*

Cm Tou do not have fun wi th them* D# Xw. can p lay wi th %hm i n l a rge groups, but you seldom choose

them t© b® your p a r t n e r i n a game*

Number $ i s f o r s Children I do not m a t t o have as fr lends~~aa long as t h e y a r e l i k e they a r e now*' l e a r i y ' a l l of us f i n d t h a t the re a re a few persons ire cannot get a long with* These people may be a l l r i g h t i n s o w nays , and « y be regarded as goed f r i e n d s by others* but not by us*

A. They rub you the wrong way. B. You avoid playing with them as imch m possible* C* lou never choose them as par tners* D* Sou d o n ' t l i t e a l o t of th ings t hey do .

Now l e t us go over the s a i n headings.

What i s number 1 f o r ? (ch i ldren respond) What i s number 2 f o r ? (ch i ldren respond) What i s number 3 f o r t (children respond* What i s nuafcer k f o r ? (ch i ld ren respond What i s rmmher $ f o r ? (chi ldren respond)

Tou do not have t o use a l l these mashers* 1m may use any one of them as many t i m as you wish* A l l you need to do i s to show your f e e l i n g s about each person on your l i s t by pu t t ing one of t h e above numbers i n f r o n t of M s naa»*

Be sure t o p i t a rausber i n f r o n t of every name* Bo not leave out any one*

Whan you have f i n i s h e d marking your l i s t , t a r n your paper f a c e down m your desk and leave i t t h e r e u n t i l t he t eacher takes i t up*

I f you have any ques t ions , please ask the® now*

Now t u r n t o your l i s t and put a 6 i n f r o n t of your own nas»*

Has everyone found h i s nan®? I f no t , t e H the teacher so your can be added t o the l i s t . As soon as you have put a 6 i n f r o n t

>y

of your name, go ahead and place the other nmafcers ia front of the rest of the tsa»®s on year list*

BIBLIOGFAFri

Bohanaon., £• BTha Only Child in the Faa&ly," ftadagoglcai Seminary and Journal of Genetic fi9ychPlogy« ? (April, lW*S),

Bonney, Merl E», "How I Feel toiafd Others*«

Bonney, Sferl £., "A Study of Friendship Choices in College in Relation to Church Affiliation, In-Church Preferences, Family Size, ami length of Enrollment is College. ** of Social fteychology, m i (May, 3Sk9h 153-66.

Bonney, Iferl £., "A Study of the Relation of Intelligence, Family Size and Sex Differences with Mutual Friendships with the ja-iiaary Grades," C M M Development, 332X (June, 192*2), 79-100.

Catell, R. B., "Friends and Saemiesj A Psychological Study," Character and Personality, III (September, 15>3li), 5lHi>3«

Fenton, Norman, "The Only Child," Pedagogical Seminary and Journal of Genetic feychologya XX? (March, W M ) $ 5fc6-55»

Guilford, R» B. and Worcester, D. A., "A Comparative Study of the Only Child and Non-Only Child,n Pedagogical Seminary and Journal of Genetic Ifeyehology, XXVIII (October, Sj#), W» B E M K ""

Koch, Helen Lois, "ibpularity in Areschool Children? Soto Related Factors and A Technique for its Measurement," Child Development , I? (June, 1933), l$t-?5*

Stott, Leland H«, "General Home Setting as A Factor in the Study of the Only Versus the Non-Only Child," Character and Barsonallty, VIII (Sepfceiaber, 1939-June, 1SU0), 1 5 ^ ^

51