Review of A Practitioner's Guide to the Edwards Personal Preference Schedule.

1984 ◽  
Vol 29 (3) ◽  
pp. 262-262
Author(s):  
Samuel H. Osipow
Keyword(s):  
Personal Preference ◽  
Edwards Personal Preference Schedule

Medical Students' Edwards Personal Preference Schedule Norms

1988 ◽  
Vol 63 (2) ◽  
pp. 465-466 ◽  
Author(s):  
James A. Thorson ◽  
F. C. Powell
Keyword(s):  
College Students ◽  
Medical Students ◽  
Female College Students ◽  
Male And Female ◽  
Female College ◽  
Personal Preference ◽  
Edwards Personal Preference Schedule

Three consecutive classes of freshman medical students completed the Edwards Personal Preference Schedule; results were compared to published norms for male and female college students. 171 male medical students scored significantly lower on the traits of Order, Exhibition, and Dominance and were higher on Affiliation, Succorance, Nurturance, and Heterosexuality. 51 female medical students scored significantly lower on the traits of Exhibition, Affiliation, and Abasement; they were higher on Achievement, Succorance, and Nurturance.

Collinearity in the Edwards Personal Preference Schedule.

1966 ◽  
Vol 50 (2) ◽  
pp. 121-124 ◽  
Author(s):  
William F. Massy ◽  
Thomas M. Lodahl ◽  
Ronald E. Frank
Keyword(s):  
Personal Preference ◽  
Edwards Personal Preference Schedule

Duration of Attention and Need for Affiliation

1967 ◽  
Vol 25 (3) ◽  
pp. 817-824
Author(s):  
Bruce T. Leckart ◽  
Lawrence K. Waters ◽  
John Tarpinian
Keyword(s):  
Memory Test ◽  
Personal Preference ◽  
Need For Affiliation ◽  
Edwards Personal Preference Schedule

Ss classified as having a low or high need for affiliation by the Edwards Personal Preference Schedule viewed photographs rated as low affiliative, high affiliative, or neutral for as long as they wished. It was predicted that there would be a tendency for Ss to look longer at pictures congruent with their personality scores. No support was found; however, the results indicated that Ss with a high need for affiliation looked longer at all stimuli than Ss with a low need for affiliation. This finding was explained in terms of the high-affiliation Ss attempting to “please” E by looking longer at all stimuli. Evidence was also found suggesting that (a) the degree to which S believes E‘s instructions that the experiment is not a memory test and (b) Ss' self-ratings of nervousness are not related to looking time or the need for affiliation. Interest ratings and their relation to looking time may depend on Ss' personality.

Personality Characteristics of Teachers of Behavior Disordered Children

1980 ◽  
Vol 6 (1) ◽  
pp. 59-61
Author(s):  
Philip W. Soldan
Keyword(s):  
Effective Teachers ◽  
Personality Characteristics ◽  
Self Concept ◽  
Personal Preference ◽  
Informal Interview ◽  
Relationship Orientation ◽  
Edwards Personal Preference Schedule ◽  
Behavior Disordered

Five teachers (judged to be effective teachers of behavior disordered children) were administered the Edwards Personal Preference Schedule and participated in an informal interview. A set of personality characteristics of effective teachers of the behavior disordered emerged. Such teachers tend to have a strong need for the following: dominance, intraception, affiliation, achievement, and succorance; and tend not to have a strong need for endurance, change, abasement, and aggression. Other important traits include a strong self-concept, a relationship orientation, a balance between introversion and extroversion, an ability to establish authority as a teacher (but not in an authoritarian manner), and patience.

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