Abstract
A conceptual model which relates patterns of academic achievement to the personality characteristics of learners was tested by a quasi-longitudinal study. The results of the study provide strong evidence for a model which emphasizes the influence of histories of successful academic achievement on personality characteristics. The findings suggest, additionally, that rewards for academic achievement provided by the home are related to both high achievement and positive personality characteristics. Instructional models such as Mastery Learning and the manipulation of time variables are discussed in terms of their potential for providing students the means both to achieve well and develop positive personality characteristics.
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