Personality Traits of High Ability Students Choosing One among Three Different Learning Environments

Abstract

Discriminant analysis was used to examine personality differences among science-oriented students of high ability who were studying in three different learning environments and a normative group. From 253 students in Grades 10 to 12 enrolled in The University of Iowa Summer Science Training Program data were collected. Personality was assessed by administering the California Psychological Inventory. Girls scored significantly higher on 8 scales (i.e., Dominance, Capacity for Status, Self-control, Social Presence, Self-acceptance, Achievement via Independence, Intellectual Efficiency, and Psychological-mindedness) than the norm. Boys scored significantly higher on 5 scales (i.e., Dominance, Capacity for Status, Achievement via Conformance, Achievement via Independence, and Psychological-mindedness) than the norm. Both sex and learning environment significantly affected the students' scale scores. High School Rank did not affect scale scores. Differences between the sexes were greatest in the structured formal classroom setting where girls rated higher than boys on 5 scales (i.e., Capacity for Status, Tolerance, Socialization, Achievement via Independence, and Femininity).