Dependence Proneness Scale-Form One

Abstract

The Dependence Proneness Scale—Form One (DPS-FO), developed by Flanders, Anderson, and Amidon in 1961, is a 45-item, dichotomous measure designed to assess the level of dependence proneness in children and adolescents. This instrument specifically explores the complex relationship between student attitudes, student behavior, and the influence of teacher behavior within the classroom environment.

The scale originated from an extensive initial battery of 150 items, which were derived, adapted, and written based on existing literature concerning themes such as seeking help, affection, conformity, and compliance. Utilizing a sample of eighth-grade students, the authors employed rigorous item analysis to refine the instrument to its final 45-item structure. The DPS-FO serves to categorize students, identifying those who score high (indicating a need for increased support and reassurance) versus those who score low (demonstrating greater independence in their academic and social classroom interactions).

Keywords

Dependence Proneness Scale–Form One, Test Development, Internal Consistency, Construct Validity, Teacher-Student Relations, Dependency (Personality), Rating Scales, Student Characteristics, Test Construction.

Authors

Flanders, Ned A., Anderson, J. Paul, Amidon, Edmund J.

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Purpose

The primary purpose of the Dependence Proneness Scale–Form One is to quantitatively measure the degree of dependence proneness exhibited by children and adolescents. This measurement is specifically contextualized within the dynamics of the classroom environment.

The scale aims to illuminate the interplay between inherent student characteristics (dependence or independence) and the influence of teacher behavior and attitudes, providing educational researchers and practitioners with a tool to understand student reliance on external authority within an academic setting.

Construct

The central construct measured is Dependence Proneness, which is operationalized as a pattern of behaviors and attitudes reflecting a need for external support, reassurance, and conformity, particularly in structured social settings like the school classroom.

The scale captures various facets of this construct, including the tendency to seek help, display affection toward authority figures, adhere strictly to conformity, and exhibit compliance. The resulting scores differentiate between students who rely heavily on external validation and those who prefer autonomy.

Validity

The initial evidence for Construct Validity was established by demonstrating the scale’s ability to successfully discriminate between groups of students exhibiting differing levels of independence and reliance on the teacher.

High scores on the DPS-FO are associated with students who require significantly more support and reassurance from teachers, aligning with the theoretical definition of dependence. Conversely, low-scoring students demonstrate behaviors that are more independent and less contingent upon the teacher’s immediate interaction or approval, thereby supporting the scale’s ability to measure the intended underlying psychological trait.

Reliability

The reliability of the Dependence Proneness Scale—Form One was assessed using measures of Internal Consistency during its initial development.

The study reported a reliability coefficient of .68, calculated through analysis of variance. This coefficient suggests acceptable homogeneity among the items, particularly for an instrument developed in the early 1960s. The estimated standard error of measurement for a single score was reported as 2.93, providing an indicator of the potential variability expected in individual scores.

Factor Analysis

Specific details regarding formal Factor Analysis of the final 45-item scale were not explicitly indicated in the primary source documentation provided by Flanders, Anderson, and Amidon (1961).

However, the rigorous initial development process, which utilized item analysis to reduce the original 150-item battery, implies a focus on ensuring item contribution toward a presumed unitary construct of dependence proneness. Subsequent research may have explored the latent structure of the scale beyond the initial validation.

Instrument

Test Type: Original

Format: The instrument utilizes a dichotomous measure, where responses to each of the 45 items are restricted solely to “agree” or “disagree.”

Language Available: English (Inferred from original publication)

Population Group: Human

Age Group: Children and Adolescents

Population Details: The standardization sample used for item selection consisted of eighth-grade students.

Test Methodology: Test Validity; Construct Validity; Test Reliability; Internal Consistency; Item Analysis (used during development).

Keywords

Rating Scale, Dependency (Personality), Student Characteristics, Teacher-Student Interaction, Test Construction, Test Forms, Educational Measurement, Classroom Behavior, School Psychology.

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Authors

Author ORCID Identifier: Not provided in source.

Affiliation Email addresses: Not provided in source.

Correspondence Address: Not provided in source.

Permissions & Fee and Test Year

The scale was developed and published in 1961. The original publication appeared in Educational and Psychological Measurement. Information regarding current licensing fees or specific permissions required for contemporary use is not detailed in the original documentation; researchers are advised to consult the journal publisher or copyright holder for usage rights.

Reference’s

Flanders, N. A., Anderson, J. P., & Amidon, E. J. (1961). Measuring dependence proneness in the classroom. Educational and Psychological Measurement, 21, 575–587.

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Items of the Dependence Proneness Scale-Form One

IMPORTANT: The following scale items must be preserved in their original language and must not be changed in any way.

D 1. I hesitate to ask for help from others.
A 2. I like to do things with my family.
D 3. It’s fun to try out ideas that others think are crazy.
A 4. I enjoy working with students who get good marks.
A 5. Students ought to be allowed to help one another with their school work.
D 6. I don’t need my friends’ encouragement when I meet with failure.
A 7. I never argue with my parents.
D 8. My folks usually have to ask me twice to do something.
D 9. I don’t like my friends to make a fuss over me when I’m sick.
D 10. I seldom do ‘little extra things” at home just to please my parents.
D 11. I want my friends to leave me alone when I am sad.
D 12. I often disagree with my parents.
A 13. I never do anything at home until I find out if it’s okay.
D 14. What others think of me does not bother me.
D 15. Committee work is a waste of time.
D 16. I often disagree with what the class decides to do.
A 17. You should always check to see if your parents approve of your friends.
A 18. A good friend will never disagree with you.
D 19. I enjoy studying about things that my parents don’t like.
A 20. I am apt to pass up something I want to do when others think that it isn’t worth doing.
D 21. I owe my greatest obligation to my family.
D 22. I don’t lie to show my friends how much I like them.
D 23. I like to make my own decisions.
D 24. My parents make unreasonable rules.
D 25. Rules are made to be broken.
D 26. I would rather be left alone when I am in trouble.
D 27. I would never tell on a student who has done something wrong.
D 28. It annoys me when my friends tell me their troubles.
D 29. I dislike lending things to my friends.
D 30. I like people who ignore the feelings of others.
D 31. I don’t care whether or not I take home a good report card.
D 32. I often seem to do things my parents don’t like.
D 33. My parents treat me more like a child than a teen-ager.
D 34. I don’t care if other students say nice things about me.
D 35. I sometimes break rules if it makes my friends like me.
D 36. I like to criticize people who are in charge.

A 37. I try never to disobey my parents.
A 38. I feel better avoiding a fight than trying to have my own way.
A 39. I like to follow instructions and to do what is expected of me.
D 40. My family does not like what I intend to choose for my life work.
D 41. I often disagree with what the teacher says.
A 42. In class it is best to go along with the majority even when you disagree.
D 43. I don’t care if others are interested in the same things I am.
D 44. It is not always best to have the majority make the decision.
D 45. The playground is a poor place to really get to know your friends.

Note. A = Autonomy and D = Deference.