The Relationship of Selected Personality Variables to Academic Achievement of Average Aptitude Third Graders

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Abstract
This study investigated the relationship between self-concept, attitude, and achievement motivation, of average third grade students and their academic achievement. One hundred students with intelligence scores falling at or between 96 and 103 were operationally defined as average and used in the sample. The achievement areas used as criteria were scores of total reading, language, spelling, and total mathematics on a standardized achievement test. The data were correlated using the Spearman rank-order and multiple correlation procedures. The data yielded low, positive, and significant (p > .05) correlation coefficients for self-concept and achievement motivation and all achievement areas, with the exception of spelling. Considering the homogeneity of aptitude in the sample, the overall low value coefficients were evaluated as important.