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EFFECTS OF RESPONSE ANONYMITY ON ASSESSMENT OF OWN AND SCHOOL VALUE SYSTEMS AND SATISFACTION WITH SCHOOL
Author(s) -
FEATHER N. T.
Publication year - 1973
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1973.tb00750.x
Subject(s) - happiness , psychology , anonymity , social psychology , value (mathematics) , friendship , school class , developmental psychology , mathematics education , statistics , mathematics , computer security , computer science
S ummary . Subjects in a boys' school and a girls' school completed modified forms of the Rokeach Value Survey, the Cornell Job Description Index, and a rating of happiness with school under name and anonymous conditions. Results indicated that response anonymity had little effect on the ranking of values although being independent was ranked higher by the boys in the name condition than in the anonymous condition. In the name condition boys gave more favourable responses to class‐mates and the typical teacher and reported greater happiness with school, but girls in the name condition were less favourable to schoolwork and reported less happiness with school. Two quite distinct factors emerged from a factor‐analysis, Factor I corresponding to students' own value systems and Factor II corresponding to the perceived value systems of their schools.