A study of some relationship between scores on the Kuder preference record and the American Council on Education Psychological Examination



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In the Fall of 1952, one hundred eighty-six (106) male freshmen students at the University of Houston took the American Council on Education Psychological Examination (ACL) and the Kuder Preference Record. The scores made on these two tests comprise the data upon which this study was made. The purpose of this study is to ascertain if any evidence of relationships exists between the individual's fields of interests as measured by the Kuder Preference Record and the individual’s scholastic aptitude as measured by the American Council on Education Psychological Examination. The College Edition, 1947, of the ACE and the Form CM, Vocational, of the Kuder Preference Record were used in this study. The Q, L, and Total scores of the ACE were correlated with the ten (10) different areas of interest of the Kuder Preference Record. Scattergrams were made for each coefficient of correlation and the coefficients were computed by the Pearson 'product-moment'. The significance of each coefficient was checked by computing the probable error. Another method of analysis was used in order to get a further comparison of the scores on the Kuder and the ACS. Student’s scores were studied with relation to the established percentile norms for the Kuder and the ACE. Percentages were calculated on the basis of those students who had a higher Q score than L score on the ACE and those students who had a higher Computational than Literary score on the Kuder. Inspection of the obtained coefficients of correlation between the ACE scores and the Kuder areas reveals the following: Correlations between the Kuder areas of Interest and the Q, L, and Total scores are generally low. Seven coefficients of correlation are statistically significant, i.e., at least three times the P.E. The greater number of coefficients show either a low positive or a low negative relationship. There is a slight positive relationship in two instances (Literary and L score, and Literary and Total score). Both of these values are statistically significant. Also, a slight negative statistically significant relationship is evidenced in the correlation between Social Service and L score. The analysis of the percentages derived from the comparison between the Q and L scores on the ACE, and the Computational and Literary scores on the Kuder, reveals the following: Of the 121 students who had higher Q scores, 73, or 60.3%, had stronger interests, relatively speaking, in the Computational rather than in the Literary area. Of the 65 students (in 186) who had a higher L score, 42, or 64.7%, had a higher Computational than Literary score, 73, or 76%, had a higher Q score. Of the 90 students (in 186) who had a higher Literary than Computational score, only 42 students, or 46.6% had a higher L score than Q score. One may conclude, in this analysis, that, in general, there is a fairly strong trend for abilities and interest to be in the same direction.



Kuder preference record, Psychological tests