Change in Marine Recruits' Attitudes Related to Recruit Characteristics and Drill Instructors' Attitudes

1973 ◽  
Vol 33 (1) ◽  
pp. 63-71 ◽  
Author(s):  
Richard F. Booth ◽  
Anne Hoiberg

Mariαe recruits' attitudes toward the toughness of Marines, spirit among Marines, affiliation with the Marine Corps, and authority in the Marine Corps were assessed on four occasions during basic training. All 4 of these attitudes became more favorable, with the most significant changes having occurred during the first 3 wk. of training. Recruit-characteristic variables such as age, education, and aptitude were not related to individual differences in attitude changes but were related to the initial attitudes of recruits. Further, the pattern of these correlations varied significantly across the attitudes. Discrepancies and similarities between these results and those of a similar study conducted 2 yr. before were noted and discussed. In addition, this study showed recruits' attitudes toward spirit and affiliation, as hypothesized, changed in a direction of greater similarity with drill instructors' attitudes. Recruits' attitudes toward toughness and authority did not change in the predicted direction but became more favorable than drill instructors' attitudes during basic training.

1983 ◽  
Author(s):  
Ross R. Vickers ◽  
Linda K. Hervig ◽  
Marie T. Wallick ◽  
Terry L. Conway

1992 ◽  
Vol 82 (5) ◽  
pp. 269-271 ◽  
Author(s):  
JM Linenger ◽  
AF Shwayhat

The authors determined the incidence of podiatric injuries that occurred during 233,946 recruit days at risk among US Marine Corps recruits undergoing basic training at the Marine Corps Recruit Depot, San Diego, CA, between February 5 and April 25, 1990. Training-related initial injuries to the foot occurred at a rate of 3.0 new injuries per 1,000 recruit days. The highest specific rates of injury occurred with stress fractures to the foot (0.56 per 1,000 recruit days), ankle sprains (0.53 per 1,000 recruit days), and Achilles tendinitis (0.39 per 1,000 recruit days).


2005 ◽  
Vol 37 (Supplement) ◽  
pp. S31
Author(s):  
Caroline A. Macera ◽  
Daniel W. Trone ◽  
Julie C. Sandwell ◽  
Mitchell J. Rauh
Keyword(s):  

2007 ◽  
Vol 172 (9) ◽  
pp. 936-941 ◽  
Author(s):  
Jared P. Reis ◽  
Daniel W. Trone ◽  
Caroline A. Macera ◽  
Mitchell J. Rauh

2019 ◽  
Vol 29 (9) ◽  
pp. 1322-1330
Author(s):  
Jonathan M. Scott ◽  
Josh B. Kazman ◽  
Jeremy Palmer ◽  
James P. McClung ◽  
Erin Gaffney‐Stomberg ◽  
...  

1987 ◽  
Vol 53 (4) ◽  
pp. 342-349 ◽  
Author(s):  
Craig R. Fiedler ◽  
Richard L. Simpson

Two curricular approaches for modifying nonhandicapped high school students' attitudes toward their exceptional peers were compared. One curriculum was structured around categories of exceptionality (e.g., mental retardation, sensory impairments) while the other focused on generic concepts, including values, conformity, individual differences, and labeling effects. Each curriculum was presented over a 10-week period and the effects assessed via two pencil-paper attitude evaluation scales. Results revealed that both curricula positively modified students' attitudes, with subjects exposed to the categorical curriculum demonstrating significantly greater attitude changes. The data are interpreted relative to the issue of labeling and the most effective means of positively modifying attitudes toward handicapped persons.


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