Manual for. SENTENCE = = — oe COMPLETION © TEST oH SCT_»vp L.N. Dubey (Retd.) Professor College of Educational Psychology and Guidance JABALPUR (M. P.) * a Archana Dubey Govt. MH. College of Home Science JABALPURK(M.P) To Rg No, 364638 ‘Copyright Regd. Ho. © A-7326672005 DL. 13.805 ‘An ISO 9001 : 2008 Certified Company ISBN : 978-93-86203-70-0 Esid. 1971 ‘www.npcindia.com ® (0562) 2601080 NATIONAL PSYCHOLOGICAL CORPORATION UG-1, Nirmal Heights, Near Mental Hospital, Agra-282 007INTRODUCTION In‘the Sentence Completion Test the subject is asked to complete a sentence of which the first word or words are given. The lester encourages the subjects to write the responses as quick as possible, though the quickness of response is encouraged, there is no attempt to measure speed of reaction, Thie response tends to provide information that the subject is wiling to give, not that which he cannot help giving. Analysis is usually more similar o that used with the Thematic Apperception Test to Word Association Method. {As in other project devices, it is assumed that the subject reflects his own wishes, desires, fears and attitudes in the sentences he composes, but this method differs in the subjects production Goes nui depend 3 mu upon what he is able and i20n his internrelation of the standard stimulus as ling to write under the test conditions. Pac In contrast to the usual objectives tests, the sentence completion method has the distinct advantage of providing freedom of response instead of forcing the subject to answer “Yes' of ‘No’ or’, He can response the stimulus as he wants. In addition, the nature of the test is somewhat designed and it is less clear to the subject, what constitute ‘good’ or ‘bad’ answer. He cannot-manipulate the answers. ‘She’ or the use of common names such as Mary, James. Personal pronoun is also frequently used in Sentence beginnings vary. It may start from third person such as ‘He’ relation to verbs, e.g., | like, | wish, | think ; neutral stimuli in which no pronouns are used are also presented. The sentence beginnings may be highly structured such as “The most . fun we had last summer......” or highly unstructured such as, in the sentence beginning “Sometimes. In a recent study Sacks constructed two forms of the Sentence Completion Test in order. to compare the value of items stated in the first person with items stated. in the third person. Six of seven psychologists participating in the rating found the form of the test employing the first person to be superior. Generally, sentence starting from first person-or with the situation in which the subject feels his own, involvement, he reveals his inner feelings.4| Manual for SCT-00 In this test most of the sentences are starting with first person or situation is kept in such a way that his personal involvement is necessary. He expresses his own feeling, liking, attitude-etc. Sentence Completion Tests area class of semi-structured projective techniques. Sentence Completion Tests typically provide respondents with beginnings of sentences, referred to as ‘stems’, and respondents then complete the sentences in ways.that are meaningful to them. The responses are believed to provide indications of attitudes, beliefs, motivations or other mental states. Therefose, sentence completion technique, with such advantage, promotes the respondents to disclose their concealed feelings. Notwithstanding, there is debate over whether or not sentence completion tests elicit responses from conscious thought rather than unconscious states. This debate would affect whether sentence completion tests can be strictly categorized a8 projective tests. Assentence completion test form may be relatively short, such.as those used to assess responses to advertisements, or much longer, such as those used to assess personality. Along sentence completion test is Forer Sentence Completion Tests, which has 100 stems. ‘The tests are usually administered in booklet form where respondents complete the stems by writing words on paper. . q ‘The structures of sentence completion tests vary according to the. length and relative generality and wording of the sentence stems. Structured tests. have longer stems that lead respondents to more specific types of responses; less structured tests provide shorter stems, which pypduce a wider variety of responses. Hermann Ebbinghau: completion test generally credited with developing the first sentence 1897. Ebbinghaus’s sentence completion test was Used as part of an intelligence test.’Simultaneously, Car! Jung's word association test may also have been a procursor to modern sentence completion tests. Moreover, in recent decades, sentence -completicn tests have increased in usage, in part because they are easy to develop and Easy to administer. As of the 1980s, sentence completion tests were the eighty-tifth most widely used personality assessment instruments, Another reason for the increased usage of sentence completion tests is because of their superioriy to other measures in uncoveringManual for SCT-0015 conflicted attitudes. Some sentence completion tests were developed as a way to overcome the problems associated with thematic apperception measures of the same constructs. The uses of sentence completion tests include. personality analysis, clinical applications, attitude assessment, achievement motivation and measurement of other * constructs. They are used in several disciplines, including psychology, management, education and marketing. Sentence Completion measures have also been incorporated into non-projective applications, such a5 intelligence tests, language comprehension and language and cognitive development tests. The most widely used sentence completion tests include : Rotter Incomplete Sentence Blank (assesses personally trans, perixapo = most widely.used of all sentence completion tests). * Miner Sentence Completion Tes! (measures manager motivations). ‘Washington University Sentence Completion Test (WUSCT) from Jene Loevinger (measures ego development). Objectives “The objectives of this test is to measure certain personally traits. An aitempt has been made to measure three personality characteristics through the responses of the subjects. These traits are : (1) Sociability, (2) Self-confidence, (3) Ambitious. All the sentencesyare so {ramed that they lead to reveal the position or negative aspect related to one of the traits. Administration There is no special training required for a person administering the test. itis easily administered in a group of 30 students like other objective tests. Instruction Inthe Sentence Completion Test the instructions are simple. The subjects are to be told that itis a simple sentence completion test. In this test incomplete sentence are given, and they have to complete the incomplete sentences as quickly as possible with the first6 | Manual for SCT-00 thought that comes in their mind. They are expected to write the sentences that carry full meaning. There is no time limit in this test, but the subjects should be asked to complete the test as quickly as they can.’No sentence is to be left incomplete. Scoring Every sentence can be placed into the following three categories : = = 1. Positive—THiat shows the positive aspect of one of the traits, —Award 2 Score 2, Negative—That shows the negalive aspect of one of the'traits. ~Award.1 Score 3. Neutral—That shows neither positive nor negative aspect traits Award 0 Score Alll the scores should be added traitwise as well as of total test. TABLE 1 Categories Score Awarded Positive soma Negative 1 ei Neutral 0 Explanation Ailthe sentences are kept in such a way that either they reveal the Positive or Negative aspect of any one of the given traits. There’is possibility of such responses which may not reveal either positive or negative aspect of the trait. Sample This ted, has been siandardized on a sample of 1,150 students drawn from schools and colleges of M.P., 450 girls and 700 boys are included in iiié Sampie Dy Stratified random sampling method. The age range is 14 to 19 years. cane Reliability TABLE 2 Method Sociability | Self-confidence | Ambitious | Split Half 0.72" 0.69" 0.73" 062" Uitest-Retest 0.76" 071 0.68" 0.67" * Significant at 0.01 level of significance.Validity Manual for SCT-0017 ‘The validation criterian used for this test is the correlation of the test rating scores of only 10 per cent of the sample by the teachers. The coefficient of correlation are as below : ° . TABLE 3 . Sr. No. > Traits. __ Coefficient of Correlations 1 Sociability = 0.66 W Self-contidence_* = 073 -069 a Ambitious: Number of Statements inaicaiiny the Trait . > TABLE 4 Trait Area Serial No. of Statements Total | Sociataitty 4.3, 4, 7, 10,14, 12, 23, 28, 29, 31, 92, 34, 36, 48 15 Self-confidence | 2, 8, 9, 16, 17, 18, 21, 22, 25, 27, 38, 39, 40, 41, 42, 44, > 45, 46, 49, 50 20 ‘Ambitious * 5,6, 13, 14, 15, 19, 20, 24, 26, 30, 33, 35, 37, 43, 47 15 Total | 50 REVISING THE NORMS with he data received from: the field. by various users of the Test, the Statistical Results have been revised with the addlitional data from 680 subjects (380 boys and 300 Is), As such, the total N is a8 following : TABLE 5 Revised Sample Population Male Female Total sso L 4,080 7508 | Manual for SCT-00 Revised Statistical Results TABLE 6 Revised Statistical Results 830 Sr.No. Traits Items | Range of Score | _Mean sD 1__| Sociability 15 00—30 19.50 443 I | Selfsconfidence 20 oo—40 - .| - 26.00. 528 - m__ | Ambitious 18 00—30 20.00 461 > Total 50 00100 | 65.50 14.02 Norms Based on the statistical results presented in Table 6, z-Score Norms have been developed. The norms have been developed trait-wise "Sociability, “Self-confidence and * ‘Ambitious and for the full scale as well > ‘The z-Score norms have been presented as Trait—Sociability: Table 7; Self-confidence Table 8, Ambitious Table 9 and for full Scale in Table 10. Norms for interpretation of the level of Personality Traits, have been given in table 11 and for total personality type in table 12. TABLET > ° z-Score Norms for the Trait-l : Sociability Mean=1950 SD=4.13 N= 1,830 Raw | zscor | Rew | zScore| Raw | zScore | RaW | zScore Score |" \, Score Score Score 00 =4.72 08 -2.78 16 —0.85 24 + 1.08 on -4.47 09 - 2.54 7 = 0.60 25 +1233 | 02 4.23 10 = 2.30 18 = 0.36 26 +157 03 -3.99 ii ~ 2.05 19 = 0.12 27 + 1:81 04 | - 3.75 12 = 1.81 20 +£0.12 28 +2.05 05 -3.51 13 ~157 21 +0.36 29 +2.30 06 = 3.26 14 = 1.33 22 +0.60 30 +254 L_o7 = 3.02 15 = 1.08 23 +0.85Manual for SCT-0019 TABLE 8 2-Score Norms for Trait-Il : Self-confidence, . Mean = 26.00 80 = 5.28 N= 1,890 Raw | zscore Raw zScore | Raw zScore | Raw z-Score Score . Score Score Score 00 |. — 4.92 _ 1 ~ 2.84 22 -0.75 33. +132 01 -4.73 12 - 2.65 23 —0.56 “4 +1517 o2_ | -454 13 | 2,46, 24_| -0.37 35__[ +1.70 03 = 435 14 2.27 25 0.18 36 + 1.89 oa | 416 15 | -2.08 26 | £0.00 a7__| +208 05 -3.97 16 - 1.89 27 +018 3a +297 06 | -379 1 [ -1,70 28. | +037 ao | +246 o7 3.60 18° =1.51 29 +0.56 40 +2.65 oa | -341 ia | - 132 30 | +075 |. og -3.22 20 | -1.13 34 +0.94 , 10 -3.03 21 -0.94 32 +113 TABLE 9 | > z-Sccre Norms for Trait-IIl : Ambitious 2 Mean = 20.00 SD =4.61 N= 1,830 Faw | zscore | Raw | zscore| Raw | zscore| Raw | zScore Score | Score Score Score i 00 \v — 4.33 08 - 2.60 16 0.86 24 + 0.86 01 ~4.12 | 09 ~2.38 | 17 0.65 25 + 1.08 02 -390 | 10 |.-216 | 18 0.43 26 + 1.30 | 03 -368 | 11 -1.95 | 19 021 27 +151 04 ~ 3.47 12 = 1.73. 20 + 0.00 28 +.1.73 05 -325 | 13 1.51 21 +021 29 +195 06. -303 | 14 -1.30 | 22 +0.43 30 +216 07 =0.81 15 = 1.08 23 + 0.6510 | Manual for SCT-0D TABLE 10 z-Score Norms for Full Test Mean = 65.50 SO = 14.02 N = 1,830 Raw zScore | Raw | zScore | Raw z-Score | Raw z-Score Score Score Score i Score 00 ~ 4.67 26 281. | 52 = 0.96 78 +0.89 or- {| -460 | 27 -274°| 53. ,| 0.89 79 +£0.96 02 — 4.52 28 ~ 2.67 54 — 0.82. 80 + 1,03 03 =4.45 | 29 =2.60 | 55 -074 |, 81 |, +1.10 04 -4.38 | 30 =2.53 | 56 0.67 ez [ +117 05 4.31 31 - 2.46 57 — 0.60 83 + 1.24 06 =424 | 32 =238 | 58 = 0.53 84 +131 07 -4A7 33 2.31 59 =046 |> 85 fe +1.39 08 =410 | 34 = 2.24 60 = 0.39 a6. | + 1.46 09 = 4.02 35 -2.17 61 = 0.32 87 +153 10 =3.95 36 - 2.10 62 -0.24 |* 88 + 1.60 W 3.88 37 — 2.03 63 -0.17 89 + 1.67 12 —3.81 38 = 1.96 64 =0.10 90 +474 13 3.74 39 = 1.89 65 0.03 2 oT + 1.81 14 -3.67 40 - 1.81 66 +0.03 92 + 1.89 15 — 3.60 a =1.74 67 +010 93 + 1.96 16 33.53 42 =1.67 68 +017, 94 +2.02 17 3.45 43 — 1.60 69 + 0.24 95 +2.10 18 -3.38 a4 — 1.53 70 + 0.32 96 +217 19 =3.31 45 — 1.46 71 + 0.39 7 +2.24 20 -3.24 46 - 1.39 72 + 0.48, 98 +231 24 ~317 47 = 1.31 73 +053 99 +238 [a [aato [ae [sea [#080 | t00 [28 (23 =3.03 49 =1.17 75 + 0.67 24 50 = 1.10 76 + 0.74 25 51 = 1.03 7 “+ 0.82Manual for SCT-00| 11 TABLE 11 Norms for Interpretation of the Level of Three Personality Traits Sr.No. Personality Traits zSdore Ghade Leve| Raw Score Range Range Sociahility [Selt-confidence | Ambitious 1. _ | 288 above| 37 & above 30 [+201 | A |Extremely High a | - |aabove 2’: 2 [25t027 | 331036 261029 |+1.26t0| 8 | High I. ._|+2.00 3. | 22t028 | 201032 231025 |+0.51to| C | Above Average $1.25 a laninot leainae Beonl +.0.50 8. |15t017 | 201023 451017 -|-1.25t0| E | Below Average 0.51 ‘ 6 |12t014 | 16t019 iiot4 |=2.00t0] F. [Low : 7 — 1.26 7. |[1&beow| 15&below |10&belov}—2.01 | G | Extremely Low [& below - TABLE 12 Norms for Interpretation of the Level of Personality 5 (Full Test) Sr.No.] AgwScore] z-Score Grade Level and Type of Personality Renge Range 1. [948 above|+2.01& above| __A_| Supreme Personality 2. [astoss [+1.2610+2.00| _B - | Highly Amicable Personality 3. [731083 |+0.5110+1.25| _C__ | Above Average Amicable Personality 4. [591072 |-0.5010+050| OD _| Average Amicable Personality 5. [481058 |-1.2510-0.51| _E _| Below Average Amicable Personality 6. [81047 |-2.00t0-1.26] FF _| Highly Maladjusted Personality 7. |37& below [= 2.01&below | G__ | Extremely Maladjusted Personality12 Manual for SCT-00 REFERENCES ‘Anderson, H.H. and Anderson, G.L. Techniques and other devices for understanding the Dynamics of Human Behaviour, New York : Prentice Hall: Bhargava, M. (2018). Modern: Psychological Testing and Measurement, Agra H.P. Bhargava Béok House. : Chandola, R. (2016).The Personal Protile of Normal and Psychopalhg of Hil and Plains : A Clinical Analysis Instructional Journal ol Indian Psychology, Volume 3, Issue 4 No, 60 ISSN :2348- 3429 ole ose Lorge. I: and Thorndike, E.L. (1941). The valie of responses in a completion test as indications or personal trails, J. Appl. Psychol, 25, 191-199.” e Payne, AF. (1928). Sentences Completions, New York : Guidance Clinic. Rohde, A.R. (1946). Explorations in Personality by the Sentence Completion Method. J. Appl. Psychol, 30, 169-181 Rotter, JB; Ratferty, E. and Schachiilz, E. (1949). Validation of the Rolter incomplete Sentence Blank or College Screening. u. Consult, Psychol, 13, 348-356. “ Rotter, J.B. and Ratlarty, J.E, (1950). Manual for the Rotter incomplete Sentence Blank College Form. New York: Psychological Corporation. i Rotter, J. : Lah, Ml. and Rafferty, J, (1992). Rotter Incomplete Sentences Blank. San Antonio = Psychological Corporation. Stein, Mil (1947). The Use of Sentence Completion Test for the Diagnosis of Personality J: Clin. Psychol. 3, 46-58. on Syrhonds, PIM. (1947). The Sentence Completion Tést as a Projective Technique. J: Abnorm and Soc. Psy. Techniques and Other Devices for Understanding the Dynamics of Human Behaviour Prentice Hall, IncatNew York. \ oa (© 207. Alrighs reserved No porn of his Test motel ehouls ba eproduced In any form without he writen permission ‘lhe publisher. Manual or Sentance Complaion Test (SCTan) (English Version) RP AKS|