This study investigated personality differences between students who withdrew from college within semester, students who persisted successfully through one year, students who persisted unsuccessfully through one year and students who persisted successfully but voluntarily did not return for the second year. Independent variables were Omnibus Personality Inventory factor scores and Rotter Incomplete Sentences scores. A multiple discriminant analysis revealed significant differences between these groups of students.According to Knoell (1960), the literature concerning college dropouts contains ambiguities because of lumping together into the "dropout" category all students who leave college before obtaining the baccalaureate. Withdrawal within semester would seem to constitute a psychologically different kind of act than the successful or unsuccessful completion of a semester after which the student does not return to college. It follows from this assumption that the personality organization of students may vary according to their method of departure from college. Rose (1965) identified and counseled the withdrawing-withinsemester freshman whom she labeled "defaulter." Defaulters, Successful Persisters (those who completed two semesters with a C or better average) and Probation Persisters (those who completed two semesters with less than a C average) were compared on the basis of personality characteristics. The three groups were matched as to ability, sex and college, but significant differences in personality traits were found. The students in these three categories could be expected to exhibit a different personality structure from students who complete an academic year and voluntarily choose not to return. The present study is an investigation of that expectation, comparing the findings for Defaulters, Probation and Successful Persisters against a fourth group labeled Dropouts. These were students in good academic standing at the end of the second semester who did not return for the second year.

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This study investigated the relation of personality, as measured by the Omnibus Personality Inventory, and ability, as measured by the American College Test, to vocational choice, classified into the Holland system. The subjects were graduating males whose occupational patterns of change or stability were predicted by their scores as freshmen. Construct validity was provided for Holland's theory in some instances; in other cases, questions were raised. These data suggest that personality patterns of occupational groups are more a function of those who enter and persist in the group than of those who transfer into it.

The hypothesis was investigated that girls avoid involvement in mathematics because of its masculine character. Girls grouped in the following ability score patterns were the dependent variables: 40 with low English and low mathematics, 48 with low English and average mathematics, 50 with average English and low mathematics, 50 with average English and average mathematics, 63 with average English and high mathematics, 50 with high English and average mathematics, and 50 with high English and high mathematics. Independent variables were personality factor scores Discriminant analysis showed significant differences on 2 personality dimensions. The original hypothesis was supported in a cross-validation study.

Personality differences between -io randomh selected women who remained m Arts and Sciences (A&S), 29 women who transierred to Commerce, 5^ women transfers to Education, and 20 women transiers to enhei Home Ecoiwrmc.-. or Nursing were found b\ mulliple-di->criminam anal\?i-to be significant it the 01 level Conclusions are (a) Women who remained in A&S wen more authoritarian, practical, and career oncnud, (b) Women transiers to cithei Commerce or Education displa\ed a more intellectual approach toward scholarlmcss, and (c) Women transfers to either Home Economics oi Nurwnp were less inhibited, more socialK comfortable, and less conforming