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WHAT CAN PERSONALITY AND MOTIVATION SOURCE TRAIT MEASUREMENTS ADD TO THE PREDICTION OF SCHOOL ACHIEVEMENT?
Author(s) -
CATTELL R. B.,
SEALY A. P.,
SWENEY A. B.
Publication year - 1966
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.2044-8279.1966.tb01881.x
Subject(s) - psychology , personality , trait , need for achievement , predictive power , test (biology) , developmental psychology , social psychology , variance (accounting) , accounting , epistemology , computer science , business , biology , programming language , philosophy , paleontology
S ummary . Intelligence (fluid‐culture fair, and crystallized‐traditional tests), fourteen primary personality factors (on the HSPQ), and fifteen dynamic structure factors (on the School Motivation Analysis Test), were measured on five samples of seventh and eighth grade children (Total N = 563) involving (with the achievement test), eight hours of testing. Each of the three modalities of predictor accounted for about a third of the criterion variance, and since each has its own space, they together accounted for almost three‐quarters of the observable variance, leaving one‐quarter for environmental influences and accidents outside the child. The nature of the personality and motivation correlations, e.g., positive relations with super ego and self sentinlent factors, negatively with sensuality and pugnacity ergs, fits general motivation theory. Counsellers could thus increase predictive power by adding personality and motivation measures to the current ability tests.