Table Of ContentPACH0R6 TfHTQK WStAflR *0 THIS
FKRFORHAJKGE OF 001U8S WJHEM^
Kathleen H. Lowrie
A dissertation submitted in partial fulfillment of the
requirement* for the degree of doctor of Philosophy
In the department of Physical Muoatlon
In the Graduate College of the
State University of lorn.
heoeaber, 1042
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T W a
dop- 2.
Wm wtiMm ei thee t© eagmee Ins*1
as^riMsi&tion to Pi*. Peeey i* sw t for the
klnft help given in the of tM®
«tuAy» to 8r« SU«*sheth Halsey ant the
other wmhera of the eeamitiae for their
interest *»& mlmM® s&Tle#« 8h* feele
in&#'tete& «&eo to the naxir aim iniatratl^
®ttkmm ani etuftettt* at the {to&lege of
WmBtm *he mate the eoileetien of 'the
4ai& pcmalh&e*
j:
(V
11
K 3 '5 C f-T p
SOIWI
<$i©pt«r Pag©
1
IX iigK&itMRrii fiistag® tmm dwkuui swttsi 0
XXX P m m na E t l ^ Bata or fm&'imm mm® 31
feonoXoflo&l so* a i
OoonpatioiEi of fib fathor 34
ttosssslty for mXt ©tipport 80
mmf imm Hi# mmpm- 36
If AMXitit® mot AMowaftoiits ©£ ^mm 30
&mm® m £M© it&to rsysfe©loftoal fasts 31
M®tik in High i M l gmmxmtXxm 33'
Ora&o point ovofoM il i i i i tfe* frtshiito poor 33
PoraXistoi*©© in ©oils®* 30
Health pssovd* 40
tootnl ©pportnoitp 44
V ?o©&tlon&X Interest. foots of fMifaawm wtita 46
IX Summary osA mwm&m&om tvm tata on fresh®©** « # a 30
TO Personal i&stoigr Bata of women la t&* 3 tipper olassss 34
<te©«©l©gi©&X ©OS m
©©oration of mo father S3
sooossltf fa# self etsppart 00
Booldon©® mwmp fro® th© ©msptis 09
TOI it&litt©© mot 4eMtr«**it*s ©f wi®» In grasps sole#*
tat for B upper ©lassos @3
ftoorss on the CM© State fSfOhologlosl foots 63
Bm& in th© high sohool grn&iiatliig ©las© 60
0fa<S» point averag® 00
Health reoeri 09
Social ©pporfainltf n
XX Interest© aoft ©filiation# loaisatsd W mmm in ths
2 ©pper ©lassts w
Strong fooatiosM X&terset Htaslc 7©
Itn&er Preferon©© ilessrft 03
.Usotsont for tin® mtmtlon of «tra«©nrrl©ijlar
aotlvltls* 87
Sating© of wofiono® i« aotlrltf 92
& $ie#&©t©rl sties of persona fntot hp sponsor© a© ths
matt suoosssffeX ant lm®t mmmmful. in m aottmty 94
XI Bmm&p of ©h© tata for tapper else© mmm 105
ill
30C1 w m i * a»& m m lm tom
tatpar&isoft of mMteM &f& upper 41a*» *«4plo«
Ooqp&s&oim of tlwi result* v&tfe $»» fiM iogn of
&m&tm
mmx ogaN^p
A Hiihirvi ^akjMIjS Jt M
t& ti^ottrrioul& r reeon t&jn&
fx tr^ w riu u l^ r fjittNMMV
tutor fswformto Eooort
i’ABLES
Page
table I Means, Standard Be^tatlona and Standard S3
Ewers of the Keans of Chronological age
Table U Percentage# of the father# of Jtotos*» *aw«*
to eaohloowoatloaal BlTiston of toe Ulnae-
aota Ocetgjatioaal Rating Scale 28
Table XXX Mean Ruaber of Hbars of outside wotfe per
month, toe percentages of PreSJuaes mmm
wotolag, and toe standard *»s*8 of the
percentages, 28
Table If Percentages and Standard Swore of Percent-
© f otfcttjMjo the
College noiHitories ........ 29
Tab!* V »#«RS» Standard DerlatlonB and Standard
Errors of toe Means of Scores on the Ohio
Stats© Piffibiological 3E
Table f t Keans* sta&tod mmisM m® m&
$&&&&$ of Wm Mm$m m Mmfc in wm, m m
0$i©©3, HP&4t*&%JLiigf 01S66 34
Table n t Meant* © e^atient anS 3toda**d
&mm the mmm mmm®
of of araae Point 37
f Sbffr Y IU fem n tag tt and Itrt^ s of Percent#
agj&s of stndenta not 3N$wss^ns^ foi*’ tis©
f t
Table SE Mean te b e r of Dlffepent inneaaea. Ho
tadigatlont* Mt|>mta3?f Calls, and Spo©
ftfmM of lllfcosess, also Psspos&tsgss of
m im im fc rnxmtm ffe*p£t&Xi**&
Table X B$s#6f* pefe^taiee util St& ated te f® ©f
Peretuia|et of |Ion«dating’ mmm m
Table M . ... A* 1* O aooret of tin Stro**g
lnte.3?est BlaSt for Wojaen 49
Table XII m®mm& of rs*gsiiwa Bactft Aeoordlog to Hank
O fio r o f f&© ^poapt 03
Table XIII Mean# and Stimdajpd 35eviatioat of Ages of
Siplasa©^ and Ito lo f $bia©n In tfet w 0a?onpe 06
Table XZf of F a ^ tft of Sophomore and Junior
$b&e& O lastifled According to t&o Minn©tota
Occupational Bating foal* 03
*
Page
Table XT Peroentagea of Students la tJ» toper Claases
«te wit and Average Huriber a# Hours Walked 80
T$m» xn
Percentages of Wto* to the toper daeses too
live oft toe eaapus 61
Table x m Keane, Standard Bevtatioiw and Standard
m m m o# f# #t see**## orifcwm
to. tlst OXst ernes 64
m m w m x - m u m ' m i ' m n m ® m of M*m m m
m m m m vi rnm§ ** mmm m m
m
m w xxx Keans m& slander& smtattoM- of ftoi# totot
A totopt of tto tones# la th» %p©r iiaaata m
m m XX Mam of Mffcront wtmama$ tospto
*0 of liitotont ^tniivi^uale
wr m # Sppej* Mmm p # *3
T&DIS M l tosniafutto# of the W&wt Orouns of
I7.1 M." ^ej^jP Otjrir waw ys sv fr m"r'Tf^pmtoP?PmW^^B tovITIHnirto— mrnV! ™o" f'W - etjrt * HM,5^ Ik 'to "to
fSi>SO Percentages of tton^toftog1 wiaon la ^
Ippor &&**#*
to
m m m n t Pes^cnto^# of A* Jt* and f scores of, flit
ftsway Vocational totcrcct foots of Dpper
S i
V'Srfr*if
lw<l« AnJkV Means# a# &*# and a* s. of sec**# #*i today
fmtmmmm Heeoras S6
fafelo 30W m m Orders of Booms on Xudtr Preference
iin jwi tMjr ifll
Mean# of the Ranks of Reasons far Selection
fa M jf 3cm
of 0 apeolfto Activity for Hpper Ol&se Women i#
Mam Orders of Keans of Scores of Reasons
fam e aocvxf
for Selection of Speolfic totlitttos lay
%per Olaes Women
$0
ta to ti of Individual# to each group gtosag-
104* xxvrn
first place to extraneous reason#
Means and Standard Deviatlona of Ratings of
faM # 30OX
Barton*# to m 93
XXX Oroup Averages of tueeessful an# toast Suc
cessful Participants to Personal History
Data, Scholastic Aptitdde# and Suoooae, Hos
pital Hecora and Social Adjustment 101
vi
Page
Table 3QQ0t Oooup Ai#pag#s of ##t X##st &m»
####£*& Participants I# la te s t Measures
m& Valuations #f eitp©rlenoe ios
mat
tarn# Bank Or&er of Airermges for Suseessful aM
Vast fai^io&pants in fmmmA
listtrr IM&* S#0Xa#t|# AptAm### Mbspit al
m#b!SPi' an# BoOi&l 105
mmm
mm# Bmfc ofiif of Averages for Stteoossfoi ait
{**«$, Ooeeooiiftsl rartioipants in fatereet
■Measures ant irmuatloti of BsperioaoO 104
faM # 3QCOT fte- titow of S#i# for mi %p#r
cti&ss ffrstitsa 108
v ii
Chapter 1
mmmmnon
Persons closely associated with student affairs
can scarcely fall to he Impressed with the importance to
educational experience of the ext^a-currtouXum. Becogni-
lion of ih© large amounts of time spent by students in the
organised out-of-el&ss program and the importance which
they as well as older adults attach to their performance
in such activity forces this conclusion. While the divl-
slon of educational offerings into curricular and extra*
curricular is perhaps artificial* it nevertheless exists
in the majority of institutions of learning causing the
ouWof^class program to continue as a distinct part of
the educative whole which well deserves more detailed
study.* Testimonies to the Importance of the extra-curri*.
Onlay are frequent with educators hut recent studies hare
pointed to inadequacies in the present administrative
policy in this area which indicate the suhmaximal contri
bution now being made by the organised out-of-class program.
To contribute maximally the extras ourr 1 oular pm*
gram should he as capable of controlled adaptation to indi-
vidual needs as Is the curricular* That at present not
enough Smowledg© about activities ©diets to male this pos
sible is perhaps the direct result of the as sumption that
a student *a basic interest should be a sufficient guide to
his selection of an adequate activities program* Recent
- 1 -
studies are pointing out fallacies is this reasoning by
bringing to the focus of attention the fact that many
students make no use of the large extra-eurrioular area
while others find it neoessary to , seek guidance in select
ing a wise college program from the many well developed
high .school interest a.
If •interest ©an not be eohsi&ered a sufficient
guide to extra-ourrioular selection, and if suggestion
must M/give*i fey •thei® ivioe^f‘'Se^^lorSf it'©an only be
sound. when i t arises from facts about: individuals on the
one hand which ©an 1© matched with fact® stout activities
on iheother* Information about individuals. IS ©olleoted
% most institu’to ^ l as a necessary part of adequate curri
cular plaiu&fsg^iiot so with facts about aetivitle#;. The
essential information must s till he provided about areas
in which it aight be assumed that the oontidbutlon of
activities to per ©snail ty growth should lie , ^ These areas
are at least four? the philosophy and personality of the
leader or sponsor of the activity, the administrative
plan of the activity by which students may fee allowed to
have their greatest opportunity for initiative, the stimu
lation offered fey the activity itself, and the .personality
characteristics and background of the participating group*
The aetiwltls# themselves are not different from the eurri*
Qulaiv leadership has been frequently the subject of study,
administrative concerns such as point systems and credits
for the purpose of limiting or recognising participation
and devices for recording differing types of participation
