Skip to main content
Search
Search
    Quick Search anywhere
    Quick search in Citations
Advanced Search
Skip main navigationClose Drawer MenuOpen Drawer Menu
Previous article
Next article
Original Articles

Socialized Personality, Scholastic Aptitudes, Study Habits, and Academic Achievement: Exploring the Link

Published Online:September 01, 2006https://doi.org/10.1027/1015-5759.20.3.157

Abstract

Summary: This study analyzed the relationships among Cattellian personality factors, scholastic aptitudes, study habits, and academic achievement. A total of 887 volunteer students from primary education (453 males and 434 females), enrolled in 29 public schools, participated in this research. It was found that the scholastic aptitudes were the most predictive variables of achievement, while the personality traits had a low direct contribution to academic achievement, although the students with higher scores on socialized personality traits showed better study habits than those students with lower scores on personality socialization traits. The relationship between personality and academic achievement seems to be mediated by study habits. Moreover, females obtained higher academic achievement scores than males. These differences could be explained by the fact that females showed a more socialized personality pattern and better study habits.

References

  • Aluja, A., Torrubia, R. (1998). Viewing of mass media violence, perception of violence, personality, and academic achievement.. Personality and Individual Differences, 25, 973– 989 First citation in articleCrossref, Google Scholar

  • Aluja, A. Ballesté, J., Torrubia, R. (1999). Self-reported personality and school achievement as predictors of teachers' perceptions of their students'.. Personality and Individual Differences, 27, 743– 753 First citation in articleCrossref, Google Scholar

  • Aluja, A. Colom, R. Abad, F., Espinosa, J.M. (2000). Sex differences in general intelligence defined as g among young adolescents.. Personality and Individual Differences, 28, 813– 820 First citation in articleCrossref, Google Scholar

  • Aluja, A. Cabello, E. Cacho, X. Miró, J.R. Coiduras, J., Carbonell, C. (1995). Relació entre factors bàsics de la personalitat de Cattell i rendiment acadèmic.‘Relationship between Cattell's personality factors and academic achievement’.. In Jornades Maria Rúbies de Recerca i Innovació Educativa (pp.409-413). Edicions Universitat de Lleida. First citation in articleGoogle Scholar

  • Alvarez, M., Fernández, R. (1989). Cuestionario de hábitos y técnicas de estudio ‘Study habits and techniques questionnaire’.. Madrid: TEA Ediciones, S.A. First citation in articleGoogle Scholar

  • Amador, J.A. Martorell, B., Forns, M. (1993). Factores del cuestionario de personalidad para adolescentes (HSPQ) que sustentan las conductas analizadas en el Clinical Analysis Questionnaire ‘Adolescents' personality factors (HSPQ) and their relationship with behaviors analyzed by the Clinical Analysis Questionnaire’.. Revista de Psiquiatria de la Facultat de Medicina de Barcelona, 20, 99– 107 First citation in articleGoogle Scholar

  • Barton, K. Dielman, T.E., Cattell, R.B. (1971). The prediction of school grades from personality and IQ measures.. Personality, 2, 325– 333 First citation in articleGoogle Scholar

  • Berdie, R.F. (1955). Aptitudes, achievement, interest, and personality test: A longitudinal comparison.. Journal of Applied Psychology, 39, 103– 114 First citation in articleCrossref, Google Scholar

  • Bollen, K.A. (1989). Structural equations with latent variables. . New York: Wiley. First citation in articleGoogle Scholar

  • Bollen, K.A., Long, J.S. (1993). Testing structural equation models. . Newbury Park: Sage Publications, Inc. First citation in articleGoogle Scholar

  • Cattell, R.B., Butcher, H.J. (1968). The prediction of achievement and creativity. . New York: Dobbs Merrill. First citation in articleGoogle Scholar

  • Cattell, R.B., Cattell, M.D. (1989). HSPQ. Cuestionario de personalidad para adolescentes ‘HSPQ. Personality Questionnaire for Adolescents’.. Madrid: TEA Ediciones, S.A. First citation in articleGoogle Scholar

  • Cattell, R.B. Cattell, M.D. Johns, E. (1984). Manual on norms for the High School Personality Questionnaire (HSPQ). . Champaign, IL: Institute for Personality & Ability Testing. First citation in articleGoogle Scholar

  • Cordero, A. Seisdedos, N González, M. De la Cruz, M.V. (1994). Test de inteligencia general (niveles 1 y 2) ‘General Intelligence Test (Levels 1 and 2)’.. Madrid: Departamento I + D de TEA Ediciones. First citation in articleGoogle Scholar

  • Eysenck, H.J., Eysenck, S.B.G. (1975). Manual for the Eysenck Personality Questionnaire. . London: Hodder & Stoughton. First citation in articleGoogle Scholar

  • Eysenck, H.J., Eysenck, S.B.G. (1976). Psychoticism as a dimension of personality. . London: Hodder & Stoughton. First citation in articleGoogle Scholar

  • Eysenck, S.B.G., Eysenck, H.J. (1980). Impulsiveness and Venturesomeness in children.. Personality and Individual Differences, 1, 73– 78 First citation in articleCrossref, Google Scholar

  • Foerstner, S.B., Schuerger, J.M. (1982). Relationship between Cattell's High School Personality Questionnaire and Zuckerman's Sensation Seeking.. Psychological Reports, 51, 507– 511 First citation in articleCrossref, Google Scholar

  • Forns, M. Martorell, B. Amador, J.A., Abad, J. (1996). Relationship of personality factors with clinical dimensions and school achievement.. Perceptual and Motor Skills, 82, 243– 253 First citation in articleCrossref, Google Scholar

  • Goh, D.S., Moore, C. (1978). Personality and academic achievement in three educational levels.. Psychological Reports, 43, 71– 79 First citation in articleCrossref, Google Scholar

  • Lavin, D.E. (1965). The prediction of academic performance. . New York: Russell Sage Foundation. First citation in articleGoogle Scholar

  • Mandryk, T.R., Schuerger, J.M. (1974). Cross-validation of the HSPQ as a predictor for high school grades.. Educational & Psychological Measurement, 34(2), 449– 454 First citation in articleCrossref, Google Scholar

  • Matt, G.E. Pechersky, B., Cervantes, C. (1991). High school habits and early college achievement.. Psychological Reports, 69, 91– 96 First citation in articleCrossref, Google Scholar

  • On, T.K., Watkins, D. (1994). Daily living and study habits and the academic achievement of secondary school students in Hong Kong.. Perceptual and Motor Skills, 79, 231– 234 First citation in articleCrossref, Google Scholar

  • Ortet, G Pérez, J. Pla, S., Simó, S. (1988). Factores de personalidad y conducta antinormativa en adolescentes ‘Personality factors and antisocial behavior in adolescents’.. Análisis y Modificación de Conducta, 14, 419– 427 First citation in articleGoogle Scholar

  • Rosengarten, W. (1965). The relationship of Otis IQ to academic success in Roslyn High School.. In M. Kornrich (Ed). Underachievement. Springfield: Ch. Thomas. First citation in articleGoogle Scholar

  • Schuerger, J.M., Kuna, D.L. (1987). Adolescent personality and school and college performance: A follow-up study.. Psychology in the Schools, 24, 281– 285 First citation in articleCrossref, Google Scholar

  • Seisdedos, N. de la Cruz, V. Cordero, A., González, M. (1994). TEA. Test de aptitudes escolares (niveles 1, 2 y 3). ‘Scholastic Aptitudes Test (Levels 1, 2 and 3)’.. Madrid: TEA Ediciones, S.A. First citation in articleGoogle Scholar

  • Simó, S., Pérez, J. (1991). Sensation Seeking and Antisocial Behavior in junior student sample.. Personality and Individual Differences, 12, 965– 966 First citation in articleCrossref, Google Scholar

  • SRA (Science Research Associates) (1963). SRA Test of Educational Ability. Technical supplements for grades 4-6, 6-9, and 9-12 (3rd ed.).. Chicago: Science Research Associates. First citation in articleGoogle Scholar

  • Thurstone, L.L., Thurstone, T.G. (1954). Technical Supplement for SRA Primary Mental Abilities for ages 7 to 11. . Chicago: Science Research Associates. First citation in articleGoogle Scholar

  • Vernon, P.E. (1950). The structure of human abilities. . New York: Wiley. First citation in articleGoogle Scholar

  • Vernon, P.E. (1957). Secondary School Selection.. London: Methuen & Co. Ltd. First citation in articleGoogle Scholar

  • Weigel, R.G., Wiegel, V.M. (1967). The relationship of knowledge and usage of study skill techniques to academic performance.. Journal of Educational Research, 61, 78– 80 First citation in articleCrossref, Google Scholar

  • Wikoff, R.L., Kafka, G.F. (1981). The effectiveness of the SSHA in improving prediction of academic achievement.. Journal of College Student Personnel, 22, 162– 166 First citation in articleGoogle Scholar

  • Zuckerman, M. Eysenck, S.B.G., Eysenck, H.J. (1978). Sensation Seeking in England and America: Cross-cultural, age, and sex comparisons.. Journal of Consulting and Clinical Psychology, 46, 139– 149 First citation in articleCrossref, Google Scholar