Advisor(s) - Committee Chair
Harry Robe, Leroy Metze, Carl Martray
Department of Psychology
Master of Arts
This study investigated tne effects of students' intelligence, locus of control, and creativity on teachers' perceptions of students. Sixty-three fourth graders and two teacners from a local school participated. :he Verbal Scale of the WISC-R, the Circles Test from the Torrance Tests of Creative fhinking, and the Nowicki-Strickland I-E Locus of Control Scale ior Children were administered to the subjects. The teachers were requested to complete the Teacher Perception of Student Role Performance Scale (TPSRP) on each child. This instrument yielded scores on three factors of student role-- Competence, Sociability, and Social Conformity. rultiple regressions were performed to determine the effects of the variables on teacher perceptions for the total sample, High Intelligence (HI), Low Intelligence (LI), and Average Intelligence (Al) groups. Intelligence was the single best predictor for the total sample. Intelligence and fluency contributed to the HI group's ratings on the three factors of the TPSRP whereas intelligence and elaboration were contributors for the LI group. In addition, the 'HI children were perceived as the least conforming (low SC scores) by their teachers and the LI children as the most conforming (higher SC scores) to the traditional, highly structured classroom environment.
Psychology | Social and Behavioral Sciences
Stevens, Gail, "Pupil Social-Stylistic Variability & the Teacher Perception of Student Role Performance" (1979). Masters Theses & Specialist Projects. Paper 2885.