SENTENCE-COMPLETION RESPONSES FOR 171 1ST-YR COLLEGE STUDENTS WERE COMPARED WITH SEMESTER GRADES. THE MOST NOTABLE FINDING WAS A POSITIVE CORRELATION (R = .48) BETWEEN SELF-CONCEPT AND ACADEMIC ACHIEVEMENT. A POSITIVE RELATIONSHIP (R = .38) ALSO RESULTED FROM MEASURES OF NEED FOR ACHIEVEMENT AND ACADEMIC PERFORMANCE. BOTH OF THESE CORRELATIONS ARE SIGNIFICANT AT THE .01 LEVEL. A LOW POSITIVE CORRELATION (R = .14) WAS OBTAINED BETWEEN LEARNING ATTITUDE AND ACADEMIC PERFORMANCE. THE STUDY RATHER CLEARLY DEMONSTRATES THE UTILITY OF THE SENTENCE-COMPLETION TECHNIQUE FOR DISCRIMINATING BETWEEN SCHOLASTICALLY SUCCESSFUL AND UNSUCCESSFUL SS. RESULTS FURTHER SUGGEST THAT SELF-CONCEPT AND NEED FOR ACHIEVEMENT, RESPECTIVELY, MAY BE MORE CRITICAL THAN LEARNING ATTITUDE IN PREDICTING ACADEMIC SUCCESS FROM SENTENCE-COMPLETION RESPONSES.

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Positive and negative sentence-completion responses were compared for 20 students aspiring to be artists and 20 students aspiring to be architects. Differences predicted from occupational stereotypes and clinical observations were supported. Art students generally expressed negative reactions to self, parents, peers, achievement, and learning. Conversely, architecture students generally expressed positive attitudes in these same areas. For all of the areas evaluated, differences between vocational groups were found at or beyond the .05 level. The implications of differences in personality characteristics of persons identified with either art or architecture are discussed.

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