The Relationship between Personality and Achievement Variables in the Elementary School

Matlin, Arnold H.; Mendelsohn, Frances A.

doi:10.1080/00220671.1965.10883274

Cited by 10 publications

(2 citation statements)

References 2 publications

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“…However, achievement is not the result of only classroom experiences but also child- and family-level factors that teachers and schools may be less able to influence. The present study builds on two prior bodies of work: one showing that school achievement is significantly associated with children’s personality traits (Bramlett, Scott, & Rowell, 2000; Martin, Nagle, & Paget, 1983; Matlin & Mendelsohn, 1965) and the other showing that school achievement is impacted by the level of chaos (noise; disorderliness; tension) in the home environment (Brody & Flor, 1997; Evans, 2006; Hanscombe, Haworth, Davis, Jaffe, & Plomin, 2011). The present study begins to bridge these prior findings by examining the relationship between socioemotional dispositions and reading comprehension and assessing whether those relationships are attributable to level of chaos in the home environment.…”

Section: Introductionmentioning

confidence: 93%

A chaotic home environment accounts for the association between respect for rules disposition and reading comprehension: A twin study

Taylor

Hart

2014

Learning and Individual Differences

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This study examined the association between socioemotional dispositions from the developmental propensity model and reading comprehension and whether those associations could be accounted for by level of chaos in the home. Data from 342 monozygotic and 333 same-sex dizygotic twin pairs age 7-13 years were used. A parent rated the twins on sympathy, respect for rules, negative emotionality, and daring and level of chaos in the twins’ home. Reading comprehension was measured using a state-wide school assessment. Only respect for rules significantly and uniquely predicted reading comprehension. Biometric models indicated that respect for rules was positively associated with reading comprehension via the shared environment and home chaos accounted for a significant amount of that shared environmental variance even after controlling for family income. Children with higher respect for rules have better reading comprehension scores in school and this relationship owes partly to the level of chaos in the family home.

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Section: Introductionmentioning

confidence: 93%

A chaotic home environment accounts for the association between respect for rules disposition and reading comprehension: A twin study

Taylor

Hart

2014

Learning and Individual Differences

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“…whether marks or standardized achievement tests were used as criterion, which is of decisive importance for the outcome of the results (cf. Matlin & Mendelsohn, 1965;Miner, 1968;Morrison, 1969). Regardless of which model is used, try to find predictors and criteria which can, to a high degree, be considered to be indicators of the same underlying psychological function.…”

Section: Measures Of Intelligence and Scholastic Achievementmentioning

confidence: 99%

Relative Achievement: School Performance in Relation to Intelligence, Sex and Home Environment.

Sewell¹,

Svenson²

1972

Social Forces

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Theoretical starting points Methods Measures of intelligence and scholastic achievement Composition of the investigation groups Explanatory variables Summary CHAPTER 2 Design and purpose of the Individual Statistics Project The compulsory school during the 1960's The design of the project The purpose of the project 40 CHAPTER 3 Size and representativeness of the samples CHAPTER 4 Intelligence and achievement variables Description of the variables Intercorrelations of the variables Determination of combinations of variables CHAPTER 5 Background variables Choice of background variables Distributions according to the background variables Intelligence and changes in intelligence among pupils with different backgrounds CHAPTER 6 School adjustment and interest variables Description of the school adjustment and interest questionnaire School adjustment and spare time interests among boys and girls with different home backgrounds CHAPTER 7 Problems and design 81 Problems 81 The methods used in the first problem The methods used in the second problem 87 CHAPTER 8 Relative achievement, sex, and home background 89 Relative achievement in the verbal domain 89 Relative achievement in the quantitative domain 103 Summary 110 CHAPTER 9 Relative achievement, school adjustment, and spare time interests 113 The relationships between relative achievement and different personality veriables among boys and girls 113 The relationships between relative achievement and different personality variables among pupils with different home backgrounds Comments Summary CHAPTER 10 Discussion Why do relationships arise between relative achievement and certain background variables? Should attempts be made to eliminate the relationships between relative achievement and different background variables? Summary

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Personality in learning and education: a review

1996

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The Relationship between Personality and Achievement Variables in the Elementary School

Cited by 10 publications

References 2 publications

A chaotic home environment accounts for the association between respect for rules disposition and reading comprehension: A twin study

A chaotic home environment accounts for the association between respect for rules disposition and reading comprehension: A twin study

Relative Achievement: School Performance in Relation to Intelligence, Sex and Home Environment.

Personality in learning and education: a review

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