Extending the work of Crandall (1969), this study tested the hypotheses of sex differences in interpretation of past academic performance and expectations of future achievement. Subjects were 225 freshman women and 194 freshman men (93 percent of the freshmen class) at a highly selective midwestern liberal arts college: they did not differ in past…

College students were administered a self-rating scale which allowed self and typical student estimates of intelligence, motivation, and achievement. Significant sex differences were found in ratings for typical male and female students. (GO)

Three studies of prediction of academic achievement in introductory psychology courses are reported. The Achiever Personality scale of Fricke's Opinion, Attitude and Interest Survey and Brown and Holtzman's Survey of Study Habits and Attitudes made independent contributions beyond intelligence in the prediction of course grades in two of these…

Study was designed to examine the validity of the Sixteen Personality Factor Questionnaire in predicting achievement of college sophomores majoring in Education. (Authors)

The main objective of this study was to develop a measure of belief stereotypy for individuals. This study examined the extent to which popular stereotyped cultural beliefs were incorporated by individuals and investigated the psychological implications of belief stereotypy in a variety of personality, attitudinal, and intellective functions. Two…

Sex and need for affiliation (n Aff) were investigated as potential moderators of the association between need for achievement (n Ach) and academic performance. It was hypothesized that high nAch, low n Aff students earn higher grades than high n Ach, high n Aff students. The results for both males and females supported the hypothesis. (Author)

Four groups of 7- to 10-year-old girls (N=37), who were either (1) hyperactive, (2) reading disabled, (3) hyperactive and reading disabled, or (4) solely attention disordered, were contrasted with male counterparts on measures of intelligence, achievement, personality, and cognitive style. Among findings were significant sex differences across…

Two components of life orientation emerged in study of 145 men and 142 women at age 26: Positive Orientation (PO), which included self-percepts of personal control over development; and Motivated Questioning (MQ), which consisted of identity exploration and dissatisfaction with present achievements. In comparison with MQ, PO was more strongly…

Investigated the ability of cognitive, affective, personality, and demographic variables to predict second language acquisition among college students. Student surveys indicated that all four types of variables correlated with foreign language achievement, with a cognitive variable (academic achievement) and an affective variable (foreign language…