THE GENERAL RELATIONS OF CHANGES IN PERSONALITY AND INTEREST IN CHANGES IN SCHOOL PERFORMANCE, AN EXPLORATORY STUDY / RAYMOND B. CATTELL and A. PHILIP SEALY.

EXPLORED WERE THE RELATION OF CHANGES IN PERSONALITY TO CHANGES IN ACHIEVEMENT OVER A 1-YEAR PERIOD, THE RELATIONSHIP OF PERSONALITY AND MOTIVATION, AND MEASURES OF INTRAFAMILIAL ATTITUDES IN OBJECTIVE TESTS AS BASES FOR DISCOVERING THE PREDICTIVE POWER OF FAMILY ATTITUDES WITH REGARD TO THE CHILD'S SCHOOL PERFORMANCE. CHILDREN WERE STUDIES FROM SEVENTH THROUGH NINTH GRADES AND FROM EIGHTH THROUGH NINTH GRADES. SUCCESSIVE ANNUAL CROSS SECTIONAL STUDIES WERE CONDUCTED THAT PERMITTED STATIC, ABSOLUTE, AND DEVELOPMENTAL ANALYSES. THE CHILDREN WERE TESTED ON SCHOOL ACHIEVEMENT, INTELLIGENCE, PERSONALITY FACTORS, MOTIVATION FACTORS, CONFIRMED FINDS OF EARLIER STUDIES ON THE IMPORTANCE OF SELF-SENTIMENT AND SUPEREGO DEVELOPMENT IN LONG-TERM GOAL STRIVING AND ON THE INTERRUPTING EFFECT OF DISSATISFIED SENSUAL AND OTHER DRIVES. A SECOND ANALYSIS, EVALUATING THE NORMAL DEGREE OF FLUCTUATION AND CHANGE IN TRAITS AND PERFORMANCES OVER A YEAR PERIOD, FOUND RISES IN INTELLIGENCE, SUPEREGO STRENGTH, PARMIA, AND SELF-SENTIMENT. MORE FLUCTUATION WAS FOUND IN PERSONALITY TRAITS THAN IN ABILITIES AND APTITUDES. SPECIFIC CONNECTIONS WERE FOUND BETWEEN ACHIEVEMENT AND SUCH TRAITS AS SUPEREGO STRENGTH, SELF-SENTIMENT STRENGTH, SEX-ERG-TENSION, AND NARCISSISM. HYPOTHESES SUGGESTED FOR FURTHER STUDY WERE--THAT BY 14 OR 15 YEARS OF AGE THE CORRELATION BETWEEN INTELLIGENCE AND ACHIEVEMENT INCREMENT BECOMES TRIVIAL, AND THE INDIVIDUAL DIFFERENCES IN PERSONALITY AND MOTIVATION ASSUME THE MAJOR ROLE IN DETERMINING ACHIEVEMENT INCREMENTS, AND THAT ACHIEVEMENT INCREMENTS FROM YEAR TO YEAR ARE STRONLY DETERMINED BY MOTIVATION FACTOR LEVELS RELATIVE TO ABILITY AND PERSONALITY MEASURES.

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