The Measurement of Some Aspects of Structure in Adolescence

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Abstract
Measures of structure needs and perceptions, school acceptance, and locus of control were obtained from 315 students in grades 8 and 11 in a relatively unstructured junior-senior high school in urban British Columbia. Structure is here defined to mean information, direction, advice, clarity, and guidance offered to the adolescent by an adult authority figure. Younger students were less accepting of the school than were older ones, but there were no sex differences in such acceptance at either grade level. Older boys, but not girls, want less structure than do younger ones. There are no sex differences in wants structure scores in either grade. Younger boys, but not girls, report higher has structure scores than do older ones. There is no conclusive proof that these students see themselves as receiving more structure than they actually want, as is often assumed to be the case in adolescence. Students who see themselves as receiving much structure from adults also report higher locus of control scores. It was hypothesized that Ss with high wants structure scores would have significantly lower scores on school acceptance, but this was not supported.

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