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DOSC Scales
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A. Level of Aspiration. A high score on this scale suggests that the student has a positive view of personal abilities and works to capacity. A low score on this scale may indicate that the student has an unrealistic view of personal skills and potential that does not match performance.
B. Anxiety. A high score on this scale describes behavior patterns and perceptions associated with a lack of objectivity, and a heightened or exaggerated concern about performance on tests. Students with high levels of anxiety may have a distorted view of the expectations of others and they may suffer low self-esteem. Students with a low score on this scale probably do not suffer excessive anxiety over schoolwork and may perform well as a result. A very low score might indicate a problem if the student is not taking work seriously and grades are suffering.
C. Academic Interest and Satisfaction. A high score on this scale demonstrates a love of learning for its own sake. Students with this characteristic gain a great deal of pleasure from doing school work and learning new ideas. A low score may indicate that interests lie outside of academics. It may also be possible that the student is having difficulty understanding material and is experiencing frustration, rather than satisfaction, when doing schoolwork.
D. Leadership and Initiative. A high score on this scale suggests that the student enjoys demonstrating mastery, helping and/or directing others, being thought of as an expert and taking the initiative in starting and managing group projects. A low score suggests that the student is shy or reserved and may have difficulty communicating with others.
E. Identification vs. Alienation. A high score on this scale suggests that the student is comfortable in the school environment and feels respected and liked by teachers and peers. A low score on this scale may indicate feelings of rejection, isolation and hostility toward others.
B. Anxiety. A high score on this scale describes behavior patterns and perceptions associated with a lack of objectivity, and a heightened or exaggerated concern about performance on tests. Students with high levels of anxiety may have a distorted view of the expectations of others and they may suffer low self-esteem. Students with a low score on this scale probably do not suffer excessive anxiety over schoolwork and may perform well as a result. A very low score might indicate a problem if the student is not taking work seriously and grades are suffering.
C. Academic Interest and Satisfaction. A high score on this scale demonstrates a love of learning for its own sake. Students with this characteristic gain a great deal of pleasure from doing school work and learning new ideas. A low score may indicate that interests lie outside of academics. It may also be possible that the student is having difficulty understanding material and is experiencing frustration, rather than satisfaction, when doing schoolwork.
D. Leadership and Initiative. A high score on this scale suggests that the student enjoys demonstrating mastery, helping and/or directing others, being thought of as an expert and taking the initiative in starting and managing group projects. A low score suggests that the student is shy or reserved and may have difficulty communicating with others.
E. Identification vs. Alienation. A high score on this scale suggests that the student is comfortable in the school environment and feels respected and liked by teachers and peers. A low score on this scale may indicate feelings of rejection, isolation and hostility toward others.
