Date of Award
Spring 1967
Document Type
Dissertation - Restricted
Degree Name
Doctor of Philosophy (PhD)
Department
Education
First Advisor
Ivanoff, John M.
Second Advisor
Gawkoski, Roman S.
Third Advisor
Nordberg, Robert B.
Abstract
Recent evidence indicates that academic achievement, defined as the degree of attainment of high grades, may be analyzed successfully in terms of the different social roles aspired to by males and females (Myer and Terrell, 1963). Therefore, the extent to which personality characteristics influence academic achievement may partially depend upon the extent to which these characteristics are manifested in role-consistent behavior and self-descriptive patterns (Wyer, Weatherley, and Terrell, 1965). A need for an effective method of predicting academic achievement is underlinerlined by Lavin (1965) who indicates that although ability measures are presently the best single type of predictor, they account for less than half of the variation in academic performance. One of the earliest uses of lists of adjectives to obtain self descriptions of personality characteristics was that of hartshorne and May (1930). They devised a check list of 160 words, consisting of 80 pairs of antonyms. The words were all related to four types of conduct with which Hartshorne and May were concerned.