Date of Award

1996

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Psychology

Abstract

Although over the past decade increased attention has been given in the literature to the task of identifying reliable predictors of academic success for college students, the majority of the research in this area has examined the use of traditional cognitive or intellectual variables such as high school GPA and scholastic aptitude tests such as the American College Testing Program (ACT) to predict college success. However, these variables alone have been found to account for less than 25 percent of the variability in college performance among disadvantaged college students (Miller & O'Connor, 1969). A review of the literature reveals the personality variables of self-concept, locus of control, introversion-extraversion, and achievement motivation have all been examined and found to be repeated predictors of academic success among college students (Trachtman, 1975; Coopersmith, 1968; Rotter, 1963; Findley & Cooper, 1983; McClelland, 1961; Epps, 1969; & Eysenck, 1969). However, there are few studies which have examined the use of these personality variables as predictors of academic success among disadvantaged college students. Therefore, the purpose of this study was to determine if significant personality variables that effectively discriminate between disadvantaged college students who are succeeding and those who are not succeeding could be identified. This study investigated the differences between disadvantaged college students who were succeeding and those who were not succeeding with respect to the following personality variables: self-concept, locus of control, introversion-extraversion, and achievement motivation. The participants were 26 Sophomores, 17 Juniors, and one Senior, from Berea College, who were required to enroll in, and had completed remedial English 015-016, Math 010-011, or all, thus defining these students as academically disadvantaged. Participants were classified as succeeding (G.P.A. of 2.65 and above on a 4.0 scale) or not succeeding (G.P.A. of 2.60 and below on a 4.0 scale) based on their cumulative G.P.A. at the end of the last academic semester completed. Personality instruments utilized in this study included the Coopersmith Self-Esteem Inventory (Adult Form), Rotter Internal-External Locus of Control Scale, The Eysenck Personality Inventory (extraversion-introversion scale), and the Edwards Personal Preference Schedule (EPPS) (achievement motivation scale). Results of the multiple discriminant analysis indicated that none of the four personality variables: self-concept, locus of control, introversion-extraversion, or achievement motivation significantly discriminated between those disadvantaged college students who were succeeding and those who were not succeeding. These results are not consistent with previous research findings that have repeatedly found a positive correlation between these personality variables and academic achievement. The implications of these results are discussed and recommendations for future research are given.

Download

Share

COinS