Personality and intellective predictors and academic success in an independent study science course at the college level

To determine if the addition of personality scores to a battery of intellective predictors of achievement would yield a significant increase in the multiple correlation a study was carried out in a structured independent study course at the college level. Standardized test scores (SAT and CEEB), high school grades, and personality scores from the Guilford-Zimmerman Temperament Survey were correlated with grades in the college course using a multiple regression analysis model. Predicted achievement based on SAT scores and high school graduation rank was used as a moderator variable to identify low, middle, and high predicted-achievement subgroups. The multiple correlation ( R) from the combined intellective and personality variables was significantly greater than the R from the intellective predictors alone for males, and middle and low predicted-achievement subgroups.