Reading comprehension was studied as a function o£ individual differences in extraversion-introversion, neuroticism and academic and resultant achievement motivation. Seventy-eight college students were categorized into personality or motive groups on the basis of personality test scores, dividing the distribution into top, middle and bottom thirds. Academic achievement motivation was assessed by a recently developed measure previously used with British students; resultant achievement motivation was measured as need for achievement minus fear of failure. Analyses of variance indicated no significant contributions of any of the IDs studied to reading comprehension. Discussion centered on limitations of the study, its relationship to previous work, and future directions.
Academic achievement measured by a standard test over 4 subject matter areas, and a GPA score, were studied as a function of resultant achievement motivation (RAM) and academic achievement motivation (AAM) in 76 students. The contribution of RAM to achievement was negligible and nonsignificant, though AAM correlated significantly in a negative direction with achievement in natural science; the importance of the latter finding was discounted. It was concluded that achievement, as measured, was not a significant function of achievement motivation, as measured. Directions for future research were outlined.
South Africa's history is punctuated by conflicts between peoples. That recorded history begins with the region's native peoples juxtaposed by Europeans, principally the Dutch and Huguenots. Subsequent incursions by the English and German immigrants and many others followed, seeking fortunes and work from the agricultural and mineral wealth, particularly diamonds and gold. These exploitations brought together competing forces, resulting in what has been termed a "clash of cultures," not just between whites and native peoples but also between competitive whites. These clashes were not even, and certainly the outcomes were not. The land and wealth of the region went clearly to the Europeans. From the beginning there was a deliberate policy of separation of the different races with the whites controlling nearly all aspects of South African life. The culmination of the separatist laws was the establishment of apartheid in 1948. In 1994, after free elections, the people of South Africa rejected apartheid, and Nelson Mandela was elected president in May of that year. As the world watched, South Africans crafted a miracle-democracy. Now the country struggles to implement the promises, hopes, and visions that arose from that miracle. The work that follows any major political and social upheaval is slow and grinding, and frustrates nearly all who desperately strive for a new way of life. The question is whether South Africa can achieve those dreams while avoiding serious conflict. Educational reform is a key piece in that effort. Educational Access Having settled in an isolated region, many immigrants to South Africa sought education in Europe, their ancestral home. National education was not an early priority, but as time passed, resident institutions began to fill the void. These institutions, as well as the primary and secondary schools, were created for white urban residents. Blacks were not permitted to attend, and those of mixed races were to some degree provided an education, albeit separate and unequal. The pivotal concern in South Africa has been access to the educational resources for its people since 1994. With the ending of apartheid, there is an issue of supply and demand. One the one hand, the demand for educational opportunities is huge. From all sectors of society the recognized need for basic education is undeniable. Since education was so systematically and completely denied under apartheid, now that it is available the penned up demand for education far outstrips the ability to provide it. The government, during the elections, promised that education would be a high priority for the people. The expectation levels are very high with the delivery slated for some indefinite time in the future. On the supply side are the limited number of universities and public schools capable of meeting this demand. The entire system was built on the premise that only a small minority needed to be accommodated and, to that end, South Africa was hugely successful. Now that the problem has been recognized as such, its magni...
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