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A COMPARISON OF PEER AND TEACHER PERSONALITY RATINGS OF PUPILS IN A SECONDARY MODERN SCHOOL
Author(s) -
HALLWORTH H. J.,
MORRISON A.
Publication year - 1964
Publication title -
british journal of educational psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.557
H-Index - 95
eISSN - 2044-8279
pISSN - 0007-0998
DOI - 10.1111/j.2044-8279.1964.tb00639.x
Subject(s) - psychology , varimax rotation , personality , developmental psychology , pupil , mathematics education , social psychology , psychometrics , cronbach's alpha , neuroscience
S ummary . Previous work on teachers' personality ratings of secondary school pupils has established two main dimensions, one descriptive of the ‘reliable and conscientious’ or ‘emotionally stable’ pupil, the other of the ‘extraverted’ pupil. For the present study, ratings of pupils were obtained from both teachers and peers, using comparable lists of traits. The subjects were 200 boys and girls in the first, second and third years of a co‐educational secondary modern school. Ratings were made separately for boys and girls within each class, by the class teacher and by three pupils. The three pupils' ratings were combined to give one peer rating on each trait. Using an electronic computer, a correlation matrix was obtained for each sex group within each class, the matrices for each sex were combined using z‐scores, a principal components analysis was obtained for each combined matrix, and the axes were rotated to the Varimax criterion. In each case six factors were extracted, accounting for 68.9 per cent. of the variance in the boys' analysis and 60.3 per cent. in the girls' analysis. Four of these factors are comparable across both analyses. They substantiate the earlier findings of two principal dimensions for the assessment of pupils by teachers, and indicate that peer assessments follow a similar pattern. A factor of non‐academic leadership is discussed.