The Relationship of Self-Concept As Measured by the Tennessee Self-Concept Scale to Adjustment in Seminary as Measured by the Sentence Completion Scale, Seminary Socialization Scale, and Seminary Attrition Scale.
Date of Award
Doctor of Psychology (PsyD)
Graduate Department of Clinical Psychology
This study sought to measure the relationship between self concept and non-academic adjustment in seminary. A sample of 55 randomly selected male Master's of Divinity students was selected from the first through third year classes at a prominent evangelical seminary during the Spring quarter of 1984. The sample was given a demographic questionnaire, the Tennessee Self Concept Scale (TSC), and three instruments which were designed to measure non-academic adjustment. These were the Seminary Socialization Scale (SSS), the Seminary Attrition Scale (SAS), and the Sentence Completion Scale (SCS). Five professors also rated students in terms of their non-academic adjustment. The analysis of data was primarily correlational in nature although one and two-tailed t-tests were also employed. Results indicate that the three criteria of non-academic adjustment were significantly related to the major subscales of the Tennessee Self Concept Scale such that better adjustment was positively correlated with higher self esteem. Better adjustment and increased self esteem were also positively correlated to the self report of an individual's ability to enjoy people which was measured by a demographic question. The adjustment criteria and the Tennessee Self Concept Scale were found to be unrelated to grade point average and professor's ratings of adjustment. These two variables (grade point average and professor's ratings) produced the highest positive correlation for the entire study. It was concluded that the Tennessee Self Concept Scale, Seminary Socialization Scale, Seminary Attrition Scale, and Sentence Completion Scale form a series of interrelated measures which are distinct from grade point average and professor's ratings and may hold promise as a predictor of degree of nonacademic adjustment to seminary. This study thus helps to establish that the construct of non-academic adjustment exists and provides insight into areas that are potentially useful for the seminary admission screening process and should be explored in further research.
Powers, Harvey B., "The Relationship of Self-Concept As Measured by the Tennessee Self-Concept Scale to Adjustment in Seminary as Measured by the Sentence Completion Scale, Seminary Socialization Scale, and Seminary Attrition Scale." (1985). Doctor of Psychology (PsyD). 421.