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The School Environment Preference Survey (SEPS) is a measure of work role socialization as it occurs in the traditional school. It may be used to diagnose students’ commitment to a set of attitudes, values, and behaviors that are preparatory for entry into many areas of the world-of-work, and are fostered and rewarded in most school settings. High and low scores have differential behavioral implications. The SEPS is based on extensive parallel research undertaken with both student and employed adult samples.
The SEPS is designed to measure the student's commitment to the set of attitudes, values, and behaviors that typically have been rewarded in traditional school environments. The Structured Role Orientation score provides an overall measure of this constuct. The overall score and the subscale scores are described below.
Structured Role OrientationHigh scores typify students who are accepting of and acquiescent to authority, who seek the security of institutional and group identification, who would prefer to have specific rules and guidelines to follow, and who are disinclined to question expert judgment.
Subscales:Self-subordination (compliant acceptance of authority)High scoring students believe that teachers know what is best for their students, and that students should do what their teachers want them to do.
Uncriticalness (uncritical acceptance of expert judgment)High scoring students believe that teachers are able to answer any questions in their area of specialization, and that their statements should not be questioned.
Traditionalism (identification with the institutional subculture)High scoring students believe that students should always speak well of their school, and that they should conform to the peer group subculture of the school.
Rule Conformity (close adherence to rules of conduct)High scoring students believe in the importance of following rules, of behaving properly and of not doing anything that might be considered wrong.