| Abstract: | Personality correlates of persistence in education were examined in the context of a causal model of attainment in an 8-yr study of a nationally representative sample of 2,213 high school males. Interviews and questionnaires were administered to Ss 3 times during their high school career beginning when Ss were in 10th grade. Measures included the Quick Test of General Intelligence, Ss' GPAs, and the Educational Attainment, Times 4 and 5. Results imply that low anxiety and high commitment increase persistence in education even when social background and intelligence are statistically controlled. A more detailed investigation of the schooling process showed that schooling experiences (especially grades received) are related to the development of personality characteristics that are useful in achieving later-life educational status. The causal direction of this relation was examined, showing that rewards in school operate to mold individuals' personalities. The utility of adhering to traditional reward systems is questioned. (30 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
