Assessing the Democratic Maturity and Self-fulfillment of 154 Air Force High School JROTC Cadets.

Survival in a democracy means first, that one has developed personal maturity sufficiently to compete in a financial based society, and second, is able to get along with people of different races and religions. Self-fulfillment means that one is able to gratify personal needs sufficiently to enjoy life. The two tests used in this study are designed to assess the degree to which that has occurred. Accountability in our schools is believed to be related to providing democratic maturity and self-fulfillment for all students.

A recent Air Force policy Letter by former Secretary of the Air Force, Sheila E. Widnall (1993) directed that "accountability is a central component of Air Force education," which served as the basis for the present study:

   "Accountability is a prerequisite of effective military operations.
   Further, it is essential to our ability to gain and sustain the trust of
   the American people. Consequentially, standards must be enforced and
   responsibility upheld. This sense of accountability is paramount for the
   good of the order and discipline of our force ... This message is a central
   component of Air Force education and training programs."

Accountability In Relation to Personal Development

The present study sought to assess change in JROTC students in relation to two critical areas of personal development, and which means accountability in education beyond academic subject matter areas (Cassel, 1954, 1996, and 1998a)). The first and most important element in relation to success in life in the United States is "democratic maturity," and the second, of course, has to do with personal "self-fulfillment. Two recently developed tests by Cassel and Kolstad (1998 a and b) seek to assess the two important dynamics in relation to personal development of individuals:

Democratic Maturity

The Democratic Maturity Test (DEMO) by Cassel and Kolstad (1998a) was used for this personal development area. It has 200 true/false items distributed equally (25 items) for the eight different parts. The test is based on the definition of democracy as described by John Dewey "democracy is the interdependence of independent individuals" (Cassel, 1953). The first four pan scores seek to measure "personal development" and as it pertains to independence-the ability to live by one's self; as opposed to socialism where the government is expected to provide for the individual. The second four scores seek to measure social integration, and as it relates to the interdependence of individuals--the ability to get along with others.

Self-fulfillment

The Self-fulfillment Inventory (SELF) (1998b) was used for assessment in this area. It is based on "free association" as initially described by Freud. Later Leon Festinger (1957) described free association as "cognitive dissonance" and likened it to the old family physician who would ask a sick little boy, "Where does it hurt?" The cognitive dissonance (free association) was a hurt cause by ungratified needs, and the greater the hurt, the more prevalent the ungratified needs that are present. For example, if the question asked is "Is your home warm and friendly?" and if the answer is "No." it suggests that "cognitive dissonance" (hurt) is present in the home and family area of life.

Group Involved

The group involved in this study included 154 high school youth from San Diego, California. They ranged in age from 14 to 20 year with a mean age of 16.05 and with a standard deviation of 1.03 years. Seventy of them were females, and 84 were males. There were 81 sophomores, 49 juniors, and 24 seniors. All of them were presently enrolled in Air Force JROTC.

Gender Differences

A statistical t-test was computed between the means for all part scores on both DEMO and SELF between the male and female members with findings as follows:

1. For democratic maturity, in general there was no statistically significant difference between the sexes:

a. Only two of the 11 part scores showed a significant difference at the 05 level or better.

b. LOC (locus of control) was 0.036 in favor of females.

c. WIT (withdrawal) was 0.015 in favor of females.

d. A multiple linear regression analysis using a constant with all eight DEMO part scores in concert against AGE showed no statistically significant difference; suggesting that democratic maturity is unrelated to growing older.

2. In terms of "self-fulfillment" as measured by the SELF scores there was no significant gender difference:

a. Only two of the 11 part scores showed a statistically significant difference at the 05 level of confidence or better.

b. SCH (school and learning) was 0.003 favoring males (greater need).

c. TRA (travel and relaxation) was 0.006 favoring females (greater need)

d. A multiple regression analysis using a constant with all main 8 part scores used in concert against AGE was not statistically significant. This suggests that self-fulfillment is unrelated to growing older (age).

Change in Democratic Maturity and Self-fulfillment by Grade

In terms of democratic maturity there was positive change in 10 of the 11 part scores showing gain in democratic maturity:

a. The only score to show no gain was ASS (assertiveness).

b. PERMAT (personal maturity) score showed statistical significant positive change at the 0.010 level of significance.

c. DEMOTOT (DEMO Total) score showed statistical significant positive change at the 0.020 level of confidence.

d. Since 10 of the 11 part scores showed positive gain, based on the sign test, there was statistically significant gain in democratic maturity evident.

e. Multiple regression using a constant with the 8 DEMO part scores in concert against AGE showed no statistically significant change suggesting that democratic maturity is not significantly related 40 age (growing older).

In terms of self-fulfillment 10 of the 11 part scores showed positive gain in terms of SELF scores (lower scores represent greater self-fulfillment and less hurt):

a. TRA (travel & relaxation) was only score not to show positive gain.

b. IPTOT (internal & personal) score showed a statistically significant positive gain with a significance level of 0.003 level of confidence.

c. EITOT (external & impersonal) score showed a positive gain at the 0.012 level.

d. SELFTOT (SELF total) showed a positive gain at the 0.000 level of confidence.

e. Since 10 of the 11 part scores showed positive sell-fulfillment, based on the sign test, there was statistically significant gain in sell-fulfillment for the 154 students involved.

Reliability of DEMO & SELF Part Scores

The reliability was computed by use of a Pearson correlation between each part score and the respective sub-total, and the part score total with the grand total for both DEMO and SELF. These correlations were then corrected by use of the Spearman/Brown correction formula

1. For the DEMO test all part scores had acceptable uncorrected correlations, and with only one being below 0.600; it was SYM (sympathy) with an uncorrected correlation of 0.419.

2. Both part score totals (PERMAT and SOCINT) had excessively high uncorrected correlations, i.e., PERMAT was 0.856, and SOCINT was 0.811.

3. For the SELF test all part scores had acceptable uncorrected correlations except SUR(survival & pollution); it was 0.162.

4. Both part score totals had exceptionally high uncorrected correlations: IPTOT was 0.856, and EITOT was 0.895.

Significant Correlates With DEMO Scores

The data contained in Table 1 below displays all statistically significant correlates at the 01 level of confidence or better with democratic maturity part scores. All correlates involving SELF that are negative depict an improvement in self-fulfillment, and an absence of cognitive dissonance (hurts). It is of interest to note that SUR (survival & pollution) is the only SELF score that correlates positively with democratic maturity scores, and serves to increase hurts, and decrease self-fulfillment. It is of interest to note that every single score on DEMOTOT correlates significantly with all scores on SELF, and, again, SUR is the only one that creates "hurts" (cognitive dissonance), and destroys self-fulfillment. It is of interest to note that AGE, GENDER, and GRADE are not significantly related to any of the DEMO scores.

Table 1 Significant Correlates With DENO Scores (N=154)

                      Internal & Personal
Scores
& Data       EST    COP    ASS    LOC    PERMAT

 1. AGE
 2. GENDER
 3. GRADE
 4. HOM      -363          -214           -315
 5. REL                    -233   -222    -255
 6. SOC      -331   -324                  -316
 7. SUR              221    267            235
 8. IPTOT    -382                 -222    -323
 9. SCH      -267   -284          -259    -290
10. TRA      -349   -270   -251   -229    -365
11. SPO      -334   -325          -313    -380
12. MON      -247   -230                  -229
13. EITOT    -428   -394          -349    -452
14. NEETOT   -456   -331          -323    -453

                      External & Impersonal
Scores
& Data       CFM   SYM    WIT    ANX    SOCMAT   DEMOTOT

 1. AGE
 2. GENDER
 3. GRADE
 4. HOM      472   -235                           -289
 5. REL            -229                  -235     -289
 6. SOC                          -244    -269     -358
 7. SUR             238                            215
 8. IPTOT                 -253   -245    -307     -376
 9. SCH            -232   -260           -322     -360
10. TRA            -238                  -312     -402
11. SPO            -236          -357    -229     -372
12. MON            -211          -253    -320     -318
13. EITOT          -325   -264   -334    -426     -521
14. NEETOT         -293   -269   -316    -400     -496

(*) r = 0.159 Sig. at 05 level, and r = 0.208 Sig. 01 level

References

Cassel, R.N. 1953). Democratic leadership. The Educational Forum, XVII (4), 4-15.

--(1954) Psychological aspects of happiness. Peabody Journal of Education, 32(2), 73-82.

--(1996). School accountability beyond test scores: a student-centered approach. Education, 116(4), 580-585.

--(1998a) Democratic maturity our most critical educational goal. College Student Journal, pending.

Cassel, R.N., and Kolstad, R. (1998a). The Democratic Maturity Test (DEMO) Chula Vista, California: Project Innovation.

--(1998b). The Self-fulfillment Inventory (SELF). Chula Vista, California: Project Innovation.

Festinger, L. (1957). A Theory of Cognitive Dissonance. New York: Harper & Row.

Widnall, S.E. (1995). Accountability. Air Force Policy Letter, .Jan/Feb Issue, 1-3.

Dr. Russell N. Cassel, Editor of Education and can be reached at Project Innovation, 1362 Santa Cruz Court, Chula Vista, California 91910-7114. Dr. Ritter can be reached at Mira Mesa High School 1-51 Reagan Road, San Diego, California 92126-3275.

Correspondence concerning this article should be addressed to Dr. Russell N. Cassel, Project Innovation, 1362 Santa Cruz Court, Chula Vista, CA 91910-7114.