Abstract
53 Grade 9 students in an urban high school who had just completed their academic courses in English and mathematics were divided into groups according to their median scores in intelligence, Extraversion, and Neuroticism. The Eysenck Personality Inventory and the Differential Aptitude Tests were employed as the classification variables; the dependent variables were English and mathematics scores. A three-way multivariate analysis of variance showed a significant interaction between intelligence and Neuroticism. Post hoc analyses of contrasts indicated that neither mathematics nor English scores contributed significantly to the rejection of the directional null hypothesis. This study supported previous research that highly intelligent subjects perform optimally when at a low level of arousal.
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