This thesis explores the suitability of the Self- Identification Form of Kelly 's Rep. Test in research taking seriously the notion of 'human agency'.
The concept of 'an effective science of human action' is introduced. Traditional laboratory-based approaches to psychology are criticised as being based on restrictive views of science which have resulted in a failure to take account of common knowledge and a neglect of 'exploratory' research. The Self-Identification Form of Kelly's Rep. Test is introduced as one technique which may avoid these pit-falls.
Chapter Two details a study of the relationships between self-perception and occupational stereotypes, choices and preferences amongst 'students' pursuing four occupationally relevant courses. It was found that self/occupational congruence could 'predict' chosen occupations, but that a clear relationship between the degree of such congruence and preferences between non-chosen occupations only emerged for one of the groups.
Chapter Three explores the hypothesis that pupils who have had a degree of 'failure ' at school would adopt a response strategy involving a minimum number of novel replies. A variant of the Rep. Test, which left open the option of repeating constructs, was administered to 20 'dyslexics' and to 20 pupils who were relatively successful at school. Confirming the hypothesis, dyslexics were
significantly more likely to repeat constructs.
Chapter Four investigates the phenomenon of Recurrent Abdominal Pain in Childhood. A 'battery' of tests including a Self-Identification variant of the Rep. Test was administered to 20 children suffering recurrent pain and to 20 recovering from Appendicitis. Significant differences in self/other perception were found, supporting the view that the condition is 'psychogenic'.
The three studies are considered in relation to criteria for 'a science of human action'. They are held to meet these criteria, supporting the suitability of the Self-Identification Form as a flexible tool for use in such research.