摘要:

Summary.Scores of some 4,000 11‐year‐old boys and girls on the JEPI were analysed in relation to performance on scholastic and ability tests at the primary school leaving age. Analysis by correlation and analysis of variance methods revealed that extraverted boys and girls are scholastically superior to introverted ones, the regression being linear; that stable boys and girls did only marginally better than unstable ones, the regression being somewhat curvilinear; that interaction effects between N and E only occurred in conjunction with sex, unstable extraverted girls doing unexpectedly well, unstable extraverted boys unexpectedly poorly. Grammar school entrance proportions favoured extraverted and stable boys and girls, and disfavoured ‘liars' on the L scale. Personality determined performance on ability/achievement tests more closely in the case of girls than of boys. The results suggest the importance of personality variables, particularly extraversion/introversion, in the attempt to predict scholastic success; it seems likely that introverts are ‘late developers' as compared with extraverts, but in the absence of proper follow‐up studies this conclusion remains sp

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1969.tb02054.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

Summary.Teachers' ratings of emotional stability, perseverance, sociability and impulsiveness were compared with ability and achievement scores, as well as with scores on the Junior Eysenck Personality Inventory. Analysis of variance and factor analyses were performed on some 4,000 male and female primary school leavers. The results show complex interrelations between ability and achievement variables, inventory variables, and parental status and other family variables. Teachers' ratings on extraverted behaviour patterns correlated well with inventory responses on the children; teachers' ratings of emotional stability did not correlate well with children's self‐ratings, possibly because of concentration of teachers on matters of school discipline and moral behaviour. Grammar school entrance was determined both by ability/achievement and by social status. For both boys and girls the pattern of inter‐relations was very simi

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1969.tb02055.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1969.tb02056.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

Summary.The performance of groups of candidates on questions selected from the General Studies Advanced Level examination of the Joint Matriculation Board was compared. Four groups defined by the candidates' other Advanced Level subjects were selected: (i) a language‐literature group, (ii) a social studies group, (iii) a mathematics‐science group and (iv) a science (but non‐mathematics) group.In an analysis of performance on a balanced set of questions cross‐classified with respect to content (arts and science) and process (knowledge, comprehension and literacy) the differences among the groups were not statistically significant.The groups × content × process interaction was significant at the 1 per cent level. In particular, within‐group differences in performance on the arts and science comprehension questions were far more prominent in the language‐literature and social studies groups. The results are discussed with respect to the validity of examinations of general studi

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1969.tb02057.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

Summary.About 1,000 Scottish secondary school children likely to enter one of the two Edinburgh universities were given tests of ability, aptitude, personality and interests. The main aim was to determine (at an early age and before they were required to specialise) which were potential university scientists. The most relevant measures for this purpose were identified by factor analysis, and the general structure of abilities, personality and interests of these children is described.

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1969.tb02058.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

Summary.Sarason's General and Test Anxiety Scales were administered to children of two English junior schools on three equally spaced occasions over a twelve‐month period. The 11+ examination was taken between the second and third testing occasions. The children of one school experienced streaming by ability throughout; those of the other school remained unstreamed until after the first testing. Although in some cases GA and TA scores yielded parallel findings, the two scales show some differential sensitivity. Differences in school regime and interactions with this factor were found to affect General Anxiety scores; whereas Test Anxiety scores showed different relationships with ability (streams) on different testing occasions. The approach of the 11+ examination maintained the level of anxiety against the usual downward trend found for repeated measurements of anxiety in the school which had not previously experienced a strongly competitive classroom atmosphere. The complexity yet meaningfulness of the interactions found suggests that there are dangers in assembling overall results concerning anxiety scales from different schools and different sexes, as has been done in several previous studie

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1969.tb02059.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

Summary.150 5 1/2‐year‐old children were given the Bender Gestalt Test. Using the Keogh and Smith scoring method, two groups were formed from the highest (H group) and lowest (L group) scoring children. Both groups were then given several perceptual and perceptuo‐motor tasks, designed to measure some of the component skills involved in pencil‐pattern copying. A standard scoring method was used in all except a matching task, in order to investigate and compare the pattern of inter‐dependence among the hypothesised component skills. It was found that this pattern differed in the H and L groups, and also within the L group. Both groups were followed up after 17 months, when the attainment of the H group in hand‐writing and spelling was found to be higher than that of

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1969.tb02060.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

Summary.The 16 PF Questionnaire was administered to 149 female students of Homerton College at time of entry and 26 months later, prior to Final Teaching Practice. Small groups of students of ‘high’ and ‘low’ teaching ability were identified and their personality profiles compared. Four factors, conscientiousness (G), tough mindedness (I), confidence (O) and relaxed behaviour (Q4) significantly differentiated between the groups on both test occasions, and practicality (M) on the first occasion. Two‐way analysis of variance on all possible pairs of factors revealed 15 interactions significant at the ·01 level. The findings suggest that particularly poor performances were encountered where tendermindedness (I+), high insecurity (0+) and tenseness (Q4+), respectively, are associated with a lack of conscientiousness (G‐). Coefficients of test‐retest stability over the period w

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1969.tb02061.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

摘要:

Summary.In a previous study of primary schools, children in ‘informal’ schools scored higher on tests of divergent thinking than children in ‘formal’ schools. A parallel study of two ‘informal’ and two ‘formal’ secondary schools failed to yield a similar result. Some possible explanations of this finding are put forward.Convergent ability was shown to be more closely related to social class than di

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1969.tb02062.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY

ISSN:0007-0998    

DOI:10.1111/j.2044-8279.1969.tb02063.x

出版商:Blackwell Publishing Ltd    

年代:1969

数据来源: WILEY