Abstract
An analysis of correlations of the data mainly from 164 male and 202 female black undergraduate students indicated that (a) a weighted set of measures of manifest needs (Edwards Personal Preference Schedule) correlated significantly with the grade point average (GPA) for the males (R = .53, df = 15/148, F = 3.84, p < .001) but not for the females (R = .30, df = 15/186, F = 1.20, ns), (b) a weighted composite of measures of personal problems (Mooney Problem Check List) correlated significantly with the GPA for both the males ( R = .47, df = 11 / 152, F = 3.86, p < .001) and the females (R = .36, df = 11/190, F = 2.48, p < .005), (c) manifest anxiety (Taylor Manifest Anxiety Scale) correlated significantly with the GPA for the male students only (r = -.22, df = 162, p < .005), and (d) the scholastic aptitudes (American College Testing) correlated significantly with the GPA for both male ( R = .48, df = 5/108, F = 6.40, p < .001) and female students (R = .50, df = 5/139, F = 9.34, p < .001).
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