Personality correlates of college achievement and major areas of study

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dc.contributor.advisorSheer, Daniel E.
dc.contributor.committeeMemberMcCary, James L.
dc.contributor.committeeMemberMcGaughran, Laurence S.
dc.contributor.committeeMemberStovall, Franklin L.
dc.contributor.committeeMemberRed, Samuel Bliss
dc.contributor.committeeMemberCallicutt, Laurie T.
dc.creatorField, Lewis William
dc.date.accessioned2022-09-20T17:00:14Z
dc.date.available2022-09-20T17:00:14Z
dc.date.copyright1954
dc.date.issued1954
dc.description.abstractThe present study was concerned with identifying personality correlates of college achievement and major areas of study. Specifically it was an attempt to demonstrate that high and low achievers in college and successful physical and social science majors can be differentiated on a series of personality measures, which point to a distinct personality constellation for each group. A population of 125 recent college male graduates was recruited for the present study. From this group eighty-five subjects met preliminary criteria of age (range 18 to 32), intelligence level (100 to 135 I.Q.), and complete test results. This sample was subdivided into two major groupings on the basis of explicitly defined criteria. The first grouping consisted of twenty-nine high achievers and twenty-nine low achievers, matched on age, I.Q., and major field of study. The high achievers were in the top third of the sample on grade point average, and the low achievers were in the bottom third. The second grouping consisted of twenty-nine physical science majors and twenty-nine social science majors, matched on age, I.Q., and total grade point average. The physical majors were in the top third of the sample in grades and semester hours taken in the physical sciences, while they were in the bottom third of the sample in grades and semester hours taken in the social sciences. The social majors were in the top third of the sample in grades and semester hours taken in the social sciences and they were in the bottom third of the sample in grades and semester hours taken in the physical sciences. The testing techniques included five personality measures, a perceptual task, an attitude scale, and seven measures of identification with the father figure. [...]
dc.description.departmentPsychology, Department of
dc.format.digitalOriginreformatted digital
dc.format.mimetypeapplication/pdf
dc.identifier.other12086288
dc.identifier.urihttps://hdl.handle.net/10657/11447
dc.language.isoen
dc.rightsThis item is protected by copyright but is made available here under a claim of fair use (17 U.S.C. Section 107) for non-profit research and educational purposes. Users of this work assume the responsibility for determining copyright status prior to reusing, publishing, or reproducing this item for purposes other than what is allowed by fair use or other copyright exemptions. Any reuse of this item in excess of fair use or other copyright exemptions requires express permission of the copyright holder.
dc.subjectPersonality and academic achievement
dc.subjectLearning, Psychology of
dc.titlePersonality correlates of college achievement and major areas of study
dc.type.dcmiText
dc.type.genreThesis
dcterms.accessRightsThe full text of this item is not available at this time because it contains documents that are presumed to be under copyright and are accessible only to users who have an active CougarNet ID. This item will continue to be made available through interlibrary loan.
thesis.degree.collegeCollege of Arts and Sciences
thesis.degree.departmentPsychology, Department of
thesis.degree.disciplinePsychology
thesis.degree.grantorUniversity of Houston
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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