EFFECTS OF INDUCED SOCIAL ROLES ON THE HIGH-SCHOOL PERSONALITY QUESTIONNAIRE

A one-way multivariate analysis of variance design with a control grou p (regular directions) and three treatment groups using induced social roles (Faking Good, Teacher, and Ideal Teacher) as independent variab les and the High School Personality Questionnaire primary scores as de pendent variables was used. Subjects were 384 male high school student s from Grades 9 through 12. Within each classroom, students were rando mly assigned to the four groups noted above. A broad pattern of differ ences in scores on primary and secondary personality dimensions mere o btained. Significant differences between the control (standard directi ons) and the Faking Good, Teacher, and Ideal Teacher roles were obtain ed on three secondary and most of the primary personality dimensions. rn several cases the ideal social role and neutral social role showed distinct differences from the more pervasive favorable impression role .