The purpose of this investigation was to determine the effects of a symbolic modeling procedure upon the social adjustment of socially-withdrawn seventh-grade students. The three hypotheses investigated in this study were the following. I. At the conclusion of the experimental period, the mean number of social interactions will be significantly greater for students in the experimental condition than for students in either the placebo or the control condition. II. At the conclusion of the experimental period, the social adjustment of each student in the classroom, as rated by his first-period teacher, will be significantly greater for students in the experimental condition than for students in either the placebo or the control conditions. III. At the conclusion of the experimental period, the personal social adjustment, as measured by a self-rating scale, for the students in the experimental condition will be significantly greater than for students in either the placebo or the control conditions. The following conclusions are presented as a result of this investigation. 1. The symbolic modeling procedure conducted in this study appears to be effective in increasing the frequency of social interaction of socially-withdrawn seventh-grade students even though the findings of the present study did not quite reach the desired level of statistical significance, 2. The symbolic modeling procedure conducted in this study does not appear to be effective with respect to altering the classroom behavior of socially-withdrawn seventh grade students. 3. The symbolic modeling procedure conducted in this study appears to be ineffective with respect to helping seventh-grade students achieve greater personal social adjustment.
The purposes of this study were: 1) to determine the measurement dimensions assayed by the EPIC Self-Assessment Scales; 2) to provide information necessary to'determine whether revision of the EPIC Self-Assessment Scales would be desirable, and if so, what items need revision or deletion to obtain optimum dimensional structure; and 3) to provide information relevant to possible further research using the EPIC Self-Assessment Scales. On the basis of the results, four dominant and two subsidiary factors were concluded to be the measurement dimensions assayed by the EPIC Scales. Those were identified as Self-Assurance, Physical Appearance/Physical Shape, Emotional Lability, and Verbal Competence; subsidiary factors were Social/Interpersonal Attitude and Social Behavior/Sociability. It was also concluded that revision of the Scales be undertaken, deleting the 29 bipolar scale items which did not exhibit loadings of .500 or higher on any of the six factors. It was recommended that the revised Scales include additional bipolar scale items taken from the semantic differential literature, and that the instructions to subjects be revised. Further research to establish the reliability and validity of the revised instrument was also recommended.
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