The Self–reported Personal and Social Adjustment of Bright High–achieving and Under–achieving High School Boys*

Morrow, William R.; Wilson, Robert

doi:10.1111/j.1469-7610.1961.tb02023.x

Cited by 4 publications

(1 citation statement)

References 8 publications

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“…Keimowitz and Ansbacher (1960) found 13 of the 18 scales of the CPI to differentiate significantly between achievers and underachievers in mathematics, and Lessinger and Martinson (1961) obtained similar results in comparing gifted and average junior high school students. Morrow and Wilson (1961) did not use the CPI, but felt that their results with bright high achieving and underachieving boys clearly substantiated earlier findings with the CPI on the importance of socialization and impulse regulation in differential achievement at the high school level.…”

Section: Pbiob Studiessupporting

confidence: 62%

Academic achievement in high school as predicted from the California Psychological Inventory.

Gough¹

1964

Journal of Educational Psychology

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Can valid predictions of meaningful nontest criteria be made from personality inventones? To counter a prevailing skepticism on this issue positive evidence from large samples is needed. A regression equation for high school grade-point average was developed from California Psychological Inventory scores on 1384 students from 5 schools. A cross-validational coefficient of .56 was obtained on 1371 students from 9 schools, and a cross-cultural coefficient of .39 for 341 students in Italy. Addition of an ability measure raised the 1st correlation to .68, but lowered the cross-cultural coefficient to 53. The predictive equation stressed traits of responsibility and social maturity, capacity for both independent and adaptive achievement, and efficiency in the use of personal resources.

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Section: Pbiob Studiessupporting

confidence: 62%

Academic achievement in high school as predicted from the California Psychological Inventory.

Gough¹

1964

Journal of Educational Psychology

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Peer Relationships and Male Academic Achievement: A Review and Suggested Clarification

O’Shea

1969

The Personnel and Guidance Journal

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Earlier reviews of the research have reached conflicting conclusions about the relationship between social behavior and academic achievement. A brief but comprehensive review is presented. It is suggested that there is greater consistency in this research area than has previously been noted. When the research is categorized according to sample age level, it is found among younger subjects that high achievers tend to be more socially active than low achievers, while among college‐age students, low achievers tend to be the more socially active. Questions are raised which future research might investigate.

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A student syndrome and dynamics

Saul

1965

Comprehensive Psychiatry

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The Self–reported Personal and Social Adjustment of Bright High–achieving and Under–achieving High School Boys*

Cited by 4 publications

References 8 publications

Academic achievement in high school as predicted from the California Psychological Inventory.

Academic achievement in high school as predicted from the California Psychological Inventory.

Peer Relationships and Male Academic Achievement: A Review and Suggested Clarification

A student syndrome and dynamics

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