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Published online by Cambridge University Press: 02 February 2009
For many people the period of junior and secondary schooling establishes a pattern of attitudes which persists well into adult life, and, for some, throughout the whole of life. Attitudes are important. Attitudes function as a determinant both of overt behaviour and of personal self-development. It is not surprising, therefore, that educationalists have begun to take the training of attitudes seriously.
page 159 note 1 Martin, B. and Pluck, R., Young People's Beliefs (London: General Synod Board of Education, 1977).Google Scholar
page 163 note 1 Thurstone, L. L., ‘Attitudes can be measured’. American Journal of Sociology 33 (1928), pp. 529–554.CrossRefGoogle Scholar
page 163 note 2 For details of these techniques see Edwards, A. L., Techniques of Attitude Scale Construction (New York: Appleton-Century-Crofts Inc., 1957).CrossRefGoogle Scholar
page 164 note 1 The scale is published in Francis, L. J., ‘Attitude and Longitude: A Study in Measurement’. Character Potential: A Record of Research 8 (1978), pp. 119–130Google Scholar.
page 165 note 1 The data were analysed by means of the statistical technique of linear multiple regression and path analysis. For further details see Francis, L. J., ‘An enquiry into the concept ‘Readiness for Religion’, Unpublished PhD dissertation: University of Cambridge, 1976Google Scholar; and Francis, L. J., ‘School Influence and Pupil Attitude in Religious Education’. Unpublished MSc dissertation: University of London Institute of Education, 1977.Google Scholar