A FOLLOW‐UP STUDY OF SCHOOL ACHIEVEMENT IN RELATION TO PERSONALITY

Publisher Website
Google Scholar
Abstract
Summary. The relationships between extraversion, neuroticism and the school achievements of a group of 128 boys at the ages of 12, 13 and 14 in a grammar school were examined using the method of ‘zone analysis.’ In the 11+ tests, no systematic differences between the groups were noted, but once in the secondary school, introverts obtained progressively higher marks in yearly examinations than extroverts. In introverts, low neuroticism is consistently associated with better achievement, while in extroverts high neuroticism steadily depresses academic performance over the three years to give a significant over‐all effect in the third year. If the achievements of only the two high neurotic groups are considered, introverts tend to improve with age while extroverts deteriorate.

This publication has 0 references indexed in Scilit: