The aim of this study was to determine the influence of personality variables on academic achievement. Apart from the personality variables, many other variables influence the academic achievement of secondary school pupils. A literature study was undertaken to examine the nature and extent of the influence of personality variables and these other variables which include the family environment, school variables and pupil characteristics, on academic achievement. The family environment includes such variables as the socio-economic status of the family, family size, birth order and family relationships. It was found that these variables have a significant influence on academic achievement. School variables were divided into macro-level variables which include school size and -location, and micro-level variables which encompass those variables concerned with the actual classroom situation. From the literature study could be deduced that the micro-level variables, such as class size, furniture arrangement, seating position, body image boundaries and teacher characteristics have a greater influence on academic achievement than the macro-level variables. Pupil characteristics were found to have a significant influence on academic achievement. Cognitive variables such as intelligence and prior knowledge affect academic achievement the most. Although the effect of the non-cognitive variables which include cognitive style, pupil affect, locus of control, motivation, role expectations and study orientation, is not as great as that of the cognitive variables, non-cognitive variables nevertheless add significantly to the explanation of the variance in academic achievement. As the influence of the family environment, school variables and pupil characteristics seemed to be significant, these variables were included in the empirical investigation as control variables. The personality variables which were discussed in the literature study are introversion-extraversion, neuroticism and some personality factors of the High School Personality Questionnaire. Finally, the relationship between various personality variables and academic achievement in general and in specific school subjects, was discussed. From the literature study could be deduced that, although personality variables per se do not explain such a large percentage of the variance in academic achievement, they nevertheless increase the percentage of variance in academic achievement explained by the other variables significantly. Personality variables were included in the empirical study as experimental variables. All the standard ten pupils who followed the regular standard ten courses (excluding the practical course) and were taught by medium of Afrikaans in the OFS in 1980, were included as the population for this investigation. The dependent variables of the study were the average mark in standard ten and achievement in Afrikaans and Mathematics. A large number of variables with regard to each pupil was measured. By means of a factor analysis these variables were reduced to 15 control variables to which factor B (less intelligent-more intelligent) of the HSPQ was added. The remaining 13 personality variables of the HSPQ served as the experimental variables. The multiple regression analysis technique was used to determine the influence of: 1. the control variables; 2. the control plus the experimental variables; 3. the experimental (personality) variables and 4. the personality variables of boys and girls separately on each of the three dependent variables. The most important results of the empirical investigation can be stated as follows: The control variables influence academic achievement. The cognitive variable is the single control variable with the greatest influence on all three the dependent variables. Sex of the pupil and school variables influence achievement in Afrikaans meaningfully, whilst faculty of comprehension has a meaningful influence on achievement in Mathematics. A multivariate model which includes personality variables is more effective than a multivariate model excluding personality variables. Personality variables in a multivariate model are, however, more effective as predictors of achievement in Afrikaans than in Mathematics or in average mark in standard ten. Personality as a construct, thus in a multivariate model which includes only personality variables, also influences achievement in Afrikaans more than it influences achievement in Mathematics or average mark in standard ten. Learning tasks in Afrikaans are more perceptual whilst those in Mathematics are more conceptual. It was therefore deduced that personality variables have a greater influence on perceptual tasks than on conceptual tasks. All personality variables influence achievement in Afrikaans whereas only factor I (self-confidence) has a meaningful influence on Mathematics achievement. No difference was found in the influence of personality variables of boys and those of girls on achievement in Afrikaans. Achievement in Mathematics of girls is however influenced more by personality variables than that of boys. Whereas factor 0 (calm) has an influence on Mathematics achievement of boys, factor I (emotionality) has an influence on the mathematics achievement of girls. The conclusion of the study, therefore, is that personality variables influence academic achievement differently, depending on the school subjects investigated, the prediction model used and the sex of the pupils. The inclusion of personality variables in a multivariate model makes the model more effective for the prediction of academic achievement. The results of tests undertaken with such a model ought to enable teachers to gain more insight into the capabilities and interests of pupils and thus to provide better vocational guidance as concerns courses to be taken at secondary school level. / Thesis (MEd)--PU vir CHO, 1985

The purpose of this study was to determine the influence of fear, adjustment and relationships on scholastic achievement of clinic school pupils. Two methods of enquiry were used. An outline of former research on the role of fear, adjustment and relationships was made by means of a study of the available relevant literature. This was followed by die empirical method to test the validity of specific hypotheses. In view of the fact that placement in a clinic school could be a traumatic experience, the clinic school as such was studied. Reasons for referral, school organisation and the admittance and discharge of pupils were examined. Finally some advantages and disadvantages of clinic school placement were discussed. The literature was unanimous about the role of fear, adjustment and relationships as possible causes for poor school achievement. It was also evident that socio-economical factors can play a significant role in determining fear and adjustment in pupils as well as influencing their relationships. In order to determine whether there is a relationship between fear, adjustment, the relationships and school achievement of clinic school pupils a number of hypotheses were formulated and tested. The empirical investigation was carried out at a senior secondary clinic school. The test battery consisted of the P.H.S.F Relationship Questionnaire, the Ipat Self Evaluation Questionnaire, the Bell adjustment inventory, a socio-economic status questionnaire as well as some personal documents and files relating to the pupils. Scholastic achievement, the dependant variable, was operationalised to the average percentage which was achieved by the pupil at the end of the previous school year. Via factor-analysis by using the computer programme DMDP4M, the number of variables was reduced to ten. By means of multiple regression analysis the contribution of each of fear, adjustment and relationships to the variance in scholastic achievement was determined. The resultant findings revealed that according to the study which was made of the available literature, a relationship between fear, adjustment, relationships and school achievement does exist. This relationship, however, could not be determined by means of the experimental research done for this study as no significant proportion of the variance in scholastic achievement was accounted for by fear. However, adjustment and relationships did explain a small proportion of the variance in scholastic achievement which can be considered as meaningful in educational terms. It can be concluded that fear, adjustment and relationships of clinic school pupils are all complex matters which cannot be easily assessed, empirically. The study is concluded by the inclusion of a few recommendations as well as a number of topics for further research. / Thesis (MEd)--PU vir CHO, 1985

The aim of this study was to determine the influence of personality variables on academic achievement. Apart from the personality variables, many other variables influence the academic achievement of secondary school pupils. A literature study was undertaken to examine the nature and extent of the influence of personality variables and these other variables which include the family environment, school variables and pupil characteristics, on academic achievement. The family environment includes such variables as the socio-economic status of the family, family size, birth order and family relationships. It was found that these variables have a significant influence on academic achievement. School variables were divided into macro-level variables which include school size and -location, and micro-level variables which encompass those variables concerned with the actual classroom situation. From the literature study could be deduced that the micro-level variables, such as class size, furniture arrangement, seating position, body image boundaries and teacher characteristics have a greater influence on academic achievement than the macro-level variables. Pupil characteristics were found to have a significant influence on academic achievement. Cognitive variables such as intelligence and prior knowledge affect academic achievement the most. Although the effect of the non-cognitive variables which include cognitive style, pupil affect, locus of control, motivation, role expectations and study orientation, is not as great as that of the cognitive variables, non-cognitive variables nevertheless add significantly to the explanation of the variance in academic achievement. As the influence of the family environment, school variables and pupil characteristics seemed to be significant, these variables were included in the empirical investigation as control variables. The personality variables which were discussed in the literature study are introversion-extraversion, neuroticism and some personality factors of the High School Personality Questionnaire. Finally, the relationship between various personality variables and academic achievement in general and in specific school subjects, was discussed. From the literature study could be deduced that, although personality variables per se do not explain such a large percentage of the variance in academic achievement, they nevertheless increase the percentage of variance in academic achievement explained by the other variables significantly. Personality variables were included in the empirical study as experimental variables. All the standard ten pupils who followed the regular standard ten courses (excluding the practical course) and were taught by medium of Afrikaans in the OFS in 1980, were included as the population for this investigation. The dependent variables of the study were the average mark in standard ten and achievement in Afrikaans and Mathematics. A large number of variables with regard to each pupil was measured. By means of a factor analysis these variables were reduced to 15 control variables to which factor B (less intelligent-more intelligent) of the HSPQ was added. The remaining 13 personality variables of the HSPQ served as the experimental variables. The multiple regression analysis technique was used to determine the influence of: 1. the control variables; 2. the control plus the experimental variables; 3. the experimental (personality) variables and 4. the personality variables of boys and girls separately on each of the three dependent variables. The most important results of the empirical investigation can be stated as follows: The control variables influence academic achievement. The cognitive variable is the single control variable with the greatest influence on all three the dependent variables. Sex of the pupil and school variables influence achievement in Afrikaans meaningfully, whilst faculty of comprehension has a meaningful influence on achievement in Mathematics. A multivariate model which includes personality variables is more effective than a multivariate model excluding personality variables. Personality variables in a multivariate model are, however, more effective as predictors of achievement in Afrikaans than in Mathematics or in average mark in standard ten. Personality as a construct, thus in a multivariate model which includes only personality variables, also influences achievement in Afrikaans more than it influences achievement in Mathematics or average mark in standard ten. Learning tasks in Afrikaans are more perceptual whilst those in Mathematics are more conceptual. It was therefore deduced that personality variables have a greater influence on perceptual tasks than on conceptual tasks. All personality variables influence achievement in Afrikaans whereas only factor I (self-confidence) has a meaningful influence on Mathematics achievement. No difference was found in the influence of personality variables of boys and those of girls on achievement in Afrikaans. Achievement in Mathematics of girls is however influenced more by personality variables than that of boys. Whereas factor 0 (calm) has an influence on Mathematics achievement of boys, factor I (emotionality) has an influence on the mathematics achievement of girls. The conclusion of the study, therefore, is that personality variables influence academic achievement differently, depending on the school subjects investigated, the prediction model used and the sex of the pupils. The inclusion of personality variables in a multivariate model makes the model more effective for the prediction of academic achievement. The results of tests undertaken with such a model ought to enable teachers to gain more insight into the capabilities and interests of pupils and thus to provide better vocational guidance as concerns courses to be taken at secondary school level. / Thesis (MEd)--PU vir CHO, 1985

The purpose of this study was to determine the influence of fear, adjustment and relationships on scholastic achievement of clinic school pupils. Two methods of enquiry were used. An outline of former research on the role of fear, adjustment and relationships was made by means of a study of the available relevant literature. This was followed by die empirical method to test the validity of specific hypotheses. In view of the fact that placement in a clinic school could be a traumatic experience, the clinic school as such was studied. Reasons for referral, school organisation and the admittance and discharge of pupils were examined. Finally some advantages and disadvantages of clinic school placement were discussed. The literature was unanimous about the role of fear, adjustment and relationships as possible causes for poor school achievement. It was also evident that socio-economical factors can play a significant role in determining fear and adjustment in pupils as well as influencing their relationships. In order to determine whether there is a relationship between fear, adjustment, the relationships and school achievement of clinic school pupils a number of hypotheses were formulated and tested. The empirical investigation was carried out at a senior secondary clinic school. The test battery consisted of the P.H.S.F Relationship Questionnaire, the Ipat Self Evaluation Questionnaire, the Bell adjustment inventory, a socio-economic status questionnaire as well as some personal documents and files relating to the pupils. Scholastic achievement, the dependant variable, was operationalised to the average percentage which was achieved by the pupil at the end of the previous school year. Via factor-analysis by using the computer programme DMDP4M, the number of variables was reduced to ten. By means of multiple regression analysis the contribution of each of fear, adjustment and relationships to the variance in scholastic achievement was determined. The resultant findings revealed that according to the study which was made of the available literature, a relationship between fear, adjustment, relationships and school achievement does exist. This relationship, however, could not be determined by means of the experimental research done for this study as no significant proportion of the variance in scholastic achievement was accounted for by fear. However, adjustment and relationships did explain a small proportion of the variance in scholastic achievement which can be considered as meaningful in educational terms. It can be concluded that fear, adjustment and relationships of clinic school pupils are all complex matters which cannot be easily assessed, empirically. The study is concluded by the inclusion of a few recommendations as well as a number of topics for further research. / Thesis (MEd)--PU vir CHO, 1985