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Social and Behavioral Sciences Commons™
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Full-Text Articles in Social and Behavioral Sciences
Gender Types, Self-Esteem, And Academic Achievement In Middle School Students, Kimberly D. Noll
Gender Types, Self-Esteem, And Academic Achievement In Middle School Students, Kimberly D. Noll
Student Work
The relationship among gender typing, self-esteem, and academic achievement was investigated in 314 middle school participants. Participants were administered the Children’s Sex Role Inventory (CSRI) and the Coopersmith Self-Esteem Inventory-School Form (CSEI). The results of the CSRI and CSEI were compared to each participant's score on the California Achievement Test (CAT). Analysis of variance, chi-square, and Pearson product moment correlation's were utilized to assess relationships among the variables. Results indicated that, in the current sample, self-esteem and achievement were unrelated, aschematic characteristics were correlated with high achievement, girls exhibited higher achievement than boys, both boys and girls responded most frequently …
Analysis Of Academic Achievement And Personality Traits Of Adult And Traditional College-Age Subjects, Mary Kay Bevars
Analysis Of Academic Achievement And Personality Traits Of Adult And Traditional College-Age Subjects, Mary Kay Bevars
Student Work
What was the relationship between personality traits and academic achievement? This study was designed to answer this question by surveying a group of 77 students enrolled in developmental reading classes in a junior college. Subjects completed a self-report personality test which measured eight personality traits and a measure of inherent aptitude. Achievement was measured by criterion referenced tests. Bivariate and multivariate correlations between measures of personality and measures of achievement were examined separately according to race, gender, and age (under 25 versus over 25 years). Results indicated that Vigor was the only personality trait which significantly correlated with achievement; however, …
The Relationship Between The Wechsler-Bellevue Subtests And Academic Achievement Using Institutionalized Retardates, Fred Richard Seybold
The Relationship Between The Wechsler-Bellevue Subtests And Academic Achievement Using Institutionalized Retardates, Fred Richard Seybold
Student Work
The relation of intelligence to achievement is complex, and studies have yielded varying and inconsistent results. It is recognized that intelligence is only one variable of many which contributes to some degree to one’s educational attainments. However, in the case of mental retardation, there is no doubt that intelligence is one of the most important factors influencing academic achievement.