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Differential contribution of personality to the explanation of variance in achievement in the first language and mathematics at high school level
Author(s) -
Scott Mechaéla,
De K. Monteit Jan L.
Publication year - 1987
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(198701)24:1<78::aid-pits2310240114>3.0.co;2-a
Subject(s) - explication , personality , psychology , variance (accounting) , developmental psychology , academic achievement , mathematics education , cognition , first language , social psychology , linguistics , accounting , business , philosophy , neuroscience
This study assessed the differential contribution of personality to the explanation of variance in achievement in the mother tongue and mathematics at the high school level. The results indicated that personality, as measured by the HSPQ, aided the explication of variance in achievement in the mother tongue significantly, but had little influence on mathematics. Personality contributed as much to the explanation of variance in the mother tongue as did the composite cognitive variable. The influence of personality on achievement in mathematics was shown to be negligible. Some practical implications for the teaching of the first language are drawn.