Longitudinal Study of Achievement Related to Anxiety and Extraversion

Abstract

The High School Personality Questionnaire was administered to over 300 sixth and seventh grade children and 3 mo. later these same children completed standardized achievement tests in social studies, science, mathematics, and reading. Treating the achievement scores as dependent variables and various personality scales as independent variables, analyses of variance were performed for each achievement area. Results indicated several significant main effects and interactions but perhaps most important was the finding that extreme scores on either end of the extraversion or anxiety dimensions were related to high achievement. Possible implications for teachers, counselors, or researchers are discussed.