Abstract
Relationships between achievement measures and those of aptitude, sex, and personality traits were explored in a sample of 226 eighth grade students in a suburban school. Eighteen aptitude measures and a 14-scale personality inventory were administered and factor analyzed; salient tests and scales were selected as predictors of standardized measures of academic achievement. Results of a sequential, step-wise multiple regression analysis indicated that an evaluation of systems test (Figure Analogies) and a production of systems test (Word Grouping) together predicted 48 to 52% of variances in standardized tests of language, mathematics, and social studies. That sex was not a significant predictor of achievement reflected a possible breakdown in the previously identified strong sex-linked patterns between traits and achievement.
Get full access to this article
View all access options for this article.