| Abstract: | The hypothesis tested was that "better" adjusted students would be more predictable than maladjusted students. Predictability was determined by correlation coefficients between aptitude test (CEEB-M and CEEB-V) scores and both 1st-quarter and 1st-yr grades. The sample consisted of 188 freshmen male business students who were classified into positive-, average-, and negative- adjustment groups on the basis of the means of the 10 Guilford-Zimmerman Temperament Survey (GZTS) trait raw scores. Comparisons of the adjustment groups on correlations between the mathematics and verbal scores and grade averages indicated that the adjustment groups did not differ in terms of academic predictability. Analysis of differences between the groups on both high school achievement and college achievement revealed, however, that the positive-adjustment group earned significantly higher grades than the negative group. These results indicated that although the adjustment groups did not appear to be significantly different in terms of academic predictability, a definite relationship did exist between the groups on levels of achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
