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dc.contributor.advisorBorman, Christopher
dc.creatorOsborn, Stephen Mark
dc.descriptionTypescript (photocopy).en
dc.description.abstractThis study used college students to examine the effects of achievement and gender upon decision-making skill during an ego-involved and a non-ego-involved task while controlling for intelligence, locus of control, and state-trait anxiety. A secondary goal was to determine the usefulness of an objective measure of decision-making, a balance sheet procedure adapted from Janis & Mann (1977), to assess two measures of decision-making ability as they relate to the counseling process. Since common concerns brought to counselors are frequently problems of emotionally-laden or ego-involved choice, decision-making skill was assessed on both a consequential ego-involving task and an inconsequential non-ego-involved task. It was hypothesized that different levels of academic achievement and gender would differentiate decision-making skill among college freshman when controlling for the covariates intelligence, locus of control, and state-trait anxiety. An analysis of covariance (ANCOVA) of scores obtained from the balance sheet procedure yielded only a significant gender effect on the non-ego-involved task. The scores of the low-average group students (low class rank and average SAT scores), the high-low group students (high class rank and low SAT scores) and the high-high group students (high class rank and high SAT scores) did not differ significantly on either decision-making task. Males recorded a larger total number of considerations given for two alternatives on the non-ego-involved task than did females [F (1,45) = 4.87, p < .05]. A Chi-square analysis of decision-making-style categories indicate that females use the vigilant information-processing procedure recommended by Janis and Mann (1977) more frequently than males [x^2 (1) = 6.62, p < .01]. In comparing the responses to the two decision making tasks together, males responded differently to the ego-involved and non-ego-involved tasks while females responded similarly to both tasks [F (1,45) = 6.81, p < .01]. It was determined through supplementary analyses that males listed more gains for the two alternatives on the non-ego-involved task than did females. It was concluded that, among these college freshman, males typically produce more considerations than females for the non-ego-involved task, although females appear to respond in a more vigilant manner to that particular task...en
dc.format.extentix, 134 leavesen
dc.rightsThis thesis was part of a retrospective digitization project authorized by the Texas A&M University Libraries. Copyright remains vested with the author(s). It is the user's responsibility to secure permission from the copyright holder(s) for re-use of the work beyond the provision of Fair Use.en
dc.subjectMajor educational psychologyen
dc.subject.classification1980 Dissertation O81
dc.subject.lcshDecision makingen
dc.subject.lcshDecision makingen
dc.subject.lcshMathematical modelsen
dc.subject.lcshAchievement motivationen
dc.subject.lcshChoice (Psychology)en
dc.subject.lcshSex differences (Psychology)en
dc.titleThe effects of achievement and gender on decision-making skillen
dc.typeThesisen A&M Universityen of Philosophyen Den
dc.contributor.committeeMemberLeUnes, Arnold
dc.contributor.committeeMemberReilley, Robert R.
dc.format.digitalOriginreformatted digitalen
dc.publisher.digitalTexas A&M University. Libraries

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