Adaptive ego functioning in relation to academic achievement.

Abstract

The general hypothesis of this study is that academic achievement of secondary school boys is determined importantly by the adaptive quality of their ego functioning. The Thematic Apperception Test protocols of a sample of 20 superior achievers and 20 under-achievers from two secondary schools of high scholastic standing were scored on dimensions of adaptivemaladaptive functioning. The TAT heroes of the superior achievers were judged to be better able than the heroes of the under-achievers to distinguish and to choose among appropriate alternatives to action. They were significantly more able to perceive the subtleties of situations and to govern their impulses accordingly. They more frequently accepted responsibility for their actions and handled conflict so as to satisfy their long-range interests.