Ii.—personality Factors and Academic Performance

Savage, R. D.

doi:10.1111/j.2044-8279.1962.tb01767.x

Cited by 36 publications

(18 citation statements)

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“…Anxiety only becomes a positive influence in university students and others near the top of the educational field (Furneaux 1956, Warburton et al 1962). Savage's 1962Savage's , 1966 studies with the Junior and Adult Eysenck Personality Scales confirmed Warburton's hypotheses.…”

supporting

confidence: 74%

“…Some of those related to the work of Eysenck are mentioned first as they are limited to investigating the dimensions of neuroticism and extraversion and are fairly well known in this country. Furneaux (1951) at London University, Broadbent (1958) at Cambridge, Lynn (1959) at Exeter, Cattell (i960) in America, Savage (1962) at New England University in Australia, Evans (1964) and Gibbins and Savage (1966) confirmed the Eysenckian view that neuroticism and extraversion characteristics are significantly related to academic success in college of education and university students. The positive association between neuroticism and academic failure does not always follow, as in the results of Furneaux (1951), Lynn (1959) and others.…”

mentioning

confidence: 64%

“…The most successful groups were those with the lowest extraversion scores (Cattell i960, Savage 1962, Evans 1964, Gibbins and Savage 1966, Wankowski 1969). These studies, of course, raise the crucial problem of criteria.…”

mentioning

confidence: 98%

“…The positive association between neuroticism and academic failure does not always follow, as in the results of Furneaux (1951), Lynn (1959) and others. It can be sugDownloaded by [University of Exeter] at 11:28 04 June 2016 gested that no optimum level of neuroticism exists for successful academic achievement and that there is an inverted U-shaped relationship between the variables, the height of the curve depending on the level of difficulty of the tasks to the group concerned (Savage 1962).…”

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confidence: 99%

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Factors involved in attainment in university training in town and country planning

Savage

1970

Planning Outlook

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There has been considerable interest of late in the scientific approach to the study of factors involved in academic success. Reviews of the literature can be seen in the papers by Harris (1940), Eysenck (1947), Dale (1954) and Kelsall (1961-63).A recent report by Dr. Gordon W. Miller of the University of London, (1968), has stated that 'compared with most other countries Britain's academic wastage, crudely defined as the percentage of students who leave without getting the degrees for which they enrolled, is small'. Nevertheless, the 1968 University Grants Committee Report showed that British universities' wastage still stands at 13.3%, but only 11% if we include those institutions recorded in previous reports, before the former Colleges of Advanced Technology became universities. This relatively low overall wastage is still a significant fact when one considers it in terms of individuals and of economics. It is also significant, when one considers it in terms of varying wastage rates in different university settings; in some universities, for example, a figure of 40.5% wastage has been recorded. Many people are interested in the economic cost of such wastage: five thousand failed students at university per annum, for example, would cost an estimated four million pounds. Many departments within the university are under-privileged and without doubt would welcome a share of that sum.At Newcastle upon Tyne University in 1965, 247 students or 21.7%-more than one in five-failed to complete their degrees in the normal time. Throughout Great Britain, 22.3% of university students fail to get their degrees in the normal time. One wonders how many more under-achieved, despite obtaining their degrees. There are no doubt many reasons, academic and otherwise, for under-achievement, and we are all aware of these in individual cases. Some are interested in this wastage in relation to educational, planning and administration problems. The particular interest discussed here is the influence of individual personality factors involved in under-and over-achievement. It is an extremely important area and in some ways quite different from the problem frequently discussed under student wastage, for it includes not Downloaded by [University of Exeter] at 11:28 04 June 2016 UNIVERSITY TRAINING AND PLANNING 41only those students who fail to get a degree, or the degree for which they enrolled, but also, what may well represent a much larger proportion, those students who fail to do as well as might have been expected on the basis of previous attainment, or on the basis of intellectual levels and similar criteria, but who still pass. It has been suggested that at least IJ% of all students need psychological help whilst at university, though counselling should not be confined to them alone (Times Educ. Suppl., 9th August, 1968). Whilst the effects of counselling on the wastage rate are not easy to assess, one recent American study has shown that students who made formal use of the counselling service run by professionals achieved a 25% high...

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supporting

confidence: 74%

mentioning

confidence: 64%

mentioning

confidence: 98%

mentioning

confidence: 99%

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Factors involved in attainment in university training in town and country planning

Savage

1970

Planning Outlook

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“…Furneaux (1962) suggested the importance of instability ; Kelvin,Lucas and Ojha (1 965) showed that the first-class honours graduates and those students who failed both showed high neuroticism scores on the whole. But other studies by Savage (1962) and by Lynn and Gordon (1961) have found a different relationship in which students who had high or low instability scores did worse than those who had moderate scores. The American literature also produces contradictory evidence, in spite of the use of large samples in some studies.…”

Section: Tendermindedness (I +)mentioning

confidence: 84%

Personality and Academic Attainment*

Entwistle

1972

Brit J of Edu Psychol

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SUMMARY.Research using the scales developed by Eysenck and Cattell is reviewed at school level and in higher education. The results suggest an age effect in which academic success at primary school is linked to stable extraversion, while success at university is associated with introversion. This simple pattern is, however, complicated by a variety of interactions which indicate that the relationships may differ with intellectual level, with type of institution and with the subject being studied. There is also a suggestion that the style of teaching may affect the relationships between personality and attainment. Finally, evidence on the stability of scores on the JEPI is used to question the direction of causality normally assumed in the interactions.

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