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PERSONALITY, MODE OF ASSESSMENT AND STUDENT ACHIEVEMENT
Author(s) -
ROWELL J. A.,
RENNER V. J.
Publication year - 1975
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.2044-8279.1975.tb03248.x
Subject(s) - psychology , neuroticism , personality , personality theory , social psychology , academic achievement , developmental psychology , personality assessment inventory
S ummary . The EPI was administered to 136 full‐time postgraduate Diploma in Education students. The relationships between personality, choice of method of assessment and achievement in four theory courses were investigated. Significant differences were found in each course favouring assessment totally by essay work (P < .05). In Theory of Education a significant interaction was found between neuroticism and assessment option, and in Educational Sociology extraverts achieved more highly than their relatively introverted peers. The hypotheses that introverts are more successful in structured courses and extraverts more so in relatively unstructured ones were tested and found to be supported.