Transition from Childhood to Adulthood: A Longitudinal Study of Attitude Change over Four Years.

Autor/in	Boshier, Roger
Titel	Transition from Childhood to Adulthood: A Longitudinal Study of Attitude Change over Four Years.
Quelle	(1977), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Adolescents; Adult Education; Adults; Attitude Change; Individual Development; Longitudinal Studies; Research; Role Perception; Social Influences + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Attitudinal change; Einstellungsänderung; Individuelle Entwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Forschung; Role conception; Rollenverständnis; Sozialer Einfluss
Abstract	In an attempt to test the extent to which attitude change occurs as a function of social role, data was collected on two occasions occuring five years apart (1969 and 1974). Subjects were 72 persons aged 17-19 years old in their last year at high school. They completed the author's modification to the Wilson-Patterson Conservatism Scale in 1969 just prior to high school graduation. Five years later the modified C-scale was readministered. By this time the subjects had left school, some were married, others had travelled overseas, some were involved in political movements, others were continuing education. A 1969-1974 Conservatism Scale discrepancy score was calculated for each respondent. Discrepancy scores were then entered in a regression equation where respondent's "social roles" were the independent variables. From the study results, it appears that the post high school years (early adulthood) are a time when attitudes are shaped by social roles and experiences which accompany each role. The first section of this paper presents background information. In the second section, describing the study, the results are interpreted within the framework of a model which involves a distinction between changes occurring because of developmental events in contrast to historical time and historical events. (Author/SH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01