Master's Theses

Department

Psychology

Degree Name

Master of Science (MS)

Abstract

The purpose of this study was to explore the relationship between dogmatism and several selected variables which had previously been found to be associated with authoritarianism. The subjects were 212 college students and all four undergraduate classes and graduates were included in the sample. Rokeach’s Dogmatism Scale and the Maier two string tests were administered to the subjects and some personal background data was also collected. The prediction that the students finishing their college program would be less dogmatic than those beginning college was verified, as well as the hypothesis that individuals showing a relatively high degree of rigidity would also tend to be more dogmatic. It was discovered that there was a correlation between age and dogmatism in the undergraduate group, but the relationship was not as significant as that between dogmatism and college rank. Results also showed that the upper classmen were no more homogeneous regarding dogmatism than were the beginning students and there was no difference in dogmatism between the men and the women. No relationship was found between the population size of the hometown and the amount of dogmatism and there was no significant difference in dogmatism for Catholics and non-Catholics. The results did not confirm the prediction that intelligence was related to the degree of dogmatism. There was no significant difference in degree of dogmatism in those subjects who preferred study alone over those who preferred to study in groups or in subjects preferring objective examinations over those preferring essay tests. All but one of the predictions showed a tendency in the expected direction but only age, academic rank, and relative flexibility showed relationships which were significant.

Keywords

Dogmatism, Students, Psychology, Mental states, Fort Hays State University, Analysis

Advisor

Dr. David E. Proctor

Date of Award

Spring 1964

Document Type

Thesis - campus only access

Rights

© The Author(s)

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