Extreme Response Set, Internality‐Externality and Performance

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Abstract
Inconsistent relationships between extreme response set (ERS) and personality have been found in previous research. It is suggested that ERS interacts with item content and personal involvement; and that two types of ERS, internal and external, indicate cognitive styles of internality‐externality. Externality was expected to lead to rote‐associative, and internality to reasoning, processes. Relationships between ERS, personality, study behaviour and academic performance were in accordance with expectations. High ERS (internal) individuals were found to be introverted, divergent, non‐dogmatic and orientated towards meaning in study. Those with high ERS (external), however, were extraverted, dogmatic, projected a good self‐image and were orientated towards fact‐rote learning in study. Some implications for research into personality and into academic performance are discussed.

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