|Abstract or Summary
- The purpose of this study was to compare military
dependent and civilian students with respect to academic
aptitude and the number of problems they perceive in several
areas of their personal lives. It also included a
survey of participation in extracurricular activities in
school and in activity participation in their respective
communities. Sex comparisons were also analyzed for differences
within and between the military dependent and
civilian student groups.
The following specific null hypotheses were tested:
Hypothesis 1. There are no differences in aptitude
for scholastic achievement between
civilian and military adolescents.
Hypothesis 2. There is no relation between civilian
and military classification and the
number of personal problems reported
The subjects were 209 students enrolled in Grade 10
at Glasgow High School, Glasgow, Montana during the school
year 1967-68. The final groups consisted of 177 students
tested for academic aptitude and 199 were investigated for
self-perceived problems. A total of 207 students were
surveyed for extracurricular participation.
In order to test Hypothesis 1, the analysis of variance
and discriminate score analysis were applied to the
scores of military dependent and civilian students on the
Differential Aptitude Test. This test consists of eight
subscales: 1) verbal reasoning, 2) numerical ability,
3) abstract reasoning, 4) clerical speed and accuracy,
5) mechanical reasoning, 6) space relations, 7) spelling
and 8) grammar.
The results of these analyses indicated that the null
hypothesis could be rejected for the male-female comparison
by the analysis of variance. This was caused primarily
by the extremes of the mean scores of the military
females who were highest in clerical speed and accuracy,
spelling and grammar subscales and lowest in the mechanical
reasoning subscale. The results of the discriminate
score analysis indicated that the greatest clustering for
self-group was found for the military females and the least
self-clustering existed for civilian females. These findings
indicated a higher degree of sex differentiation between
male and female military dependent students than
that exhibited by their civilian counterparts.
To test Hypothesis 2, X² analysis was applied to the various tabulations of data of the Mooney Problems Check
List, High School Form, which is divided into eleven subscales:
1) health and physical development, 2) finances,
living, 3) courtship-sex and marriage, 4) social recreational,
5) social psychological, 6) personal psychological,
7) morals and religion, 8) home and family, 9) future,
vocational, 10) adjustment to school work and 11) curriculum
and teacher procedures.
The results of the X² analyses indicated rejection of
Hypothesis 2 for the social recreational subscale of the
MPCL. The courtship-sex and marriage subscale indicated
rejection for females only, which was further supported
by the X² values found in comparing the military and civilian
females. Upon further examination, the significance
of the home and family subscale was found to be related
to male-female differences.
Results of the survey of participation in extracurricular
activities showed that civilian females had the
highest participation in school activities. Civilian
females and military males had the highest participation
in community activities. Military students in general
exhibited a very low rate of participation in school
The possible reasons for these results were discussed.
Also included were sections discussing the value of this
study, limitations and suggestions for further research.