Compared to a peer group of average abilities, gifted and talented junior high school students appeared more outgoing, participating, insightful, fast-learning, intellectually adaptable, conscientious, persistent, and moralistic, thus indicating significant between-group differences. (SB)

This study examined relationships between measures of personality characteristics, personal and teaching practices beliefs, levels of dogmatism, and cognitive outcomes for a sample of graduating education students. (Author/GSK)

The relationship between primary process integration (PPI) and achievement was investigated. Fifty-one second graders received the Rorschach, which was scored by Holt's Primary Process Scoring System. Achievement criteria were academic grade average and reading test scores. The hypothesis that PPI is positively related to achievement was…

Coed undergraduates were assigned to three groups: a talk about daydreaming emphasizing its adaptive qualities, attention control, or a no treatment control. Results suggested that providing undergraduates with positive information about daydreaming leads to an increased frequency of self-reported daydreaming. (Author)

Recently published results of a major personality study on probated felons furnish some directions for case-load treatment and supervision. Probation programing guidelines based on these results--the specific personality constructs of manipulation, self-control, and anxiety in probated felons--could enhance probation programing effectiveness.…

Reviews research on two approaches to learning-style-based education and cautions readers to closely examine the various assertions made by researchers in this field. (WD)

The effects of open-plan and conventional classrooms upon patterns of friendship and levels of creativity, extraversion and neuroticism were studied in samples of 11-year-old middle-school children, matched for socioeconomic background in two schools with the different layouts but similar philosophies and teaching styles. (Author)

Women at a liberal arts college were nontraditional in terms of their educational and career goals, and traditional in terms of plans for marriage and motherhood. Age, grade, religious upbringing, college major, enrollment in Women's Studies courses, and mothers' educational attainment were all significant predictors of life goals. (Author)

Women whose choices were in nontraditional career fields were significantly more likely to be making choices congruent with their personality type. While sex-role orientation was not significantly related to either congruence or traditionality, masculine-typed women were most likely to make nontraditional and congruent career choices. (Author)

Use of a projective cue with a sample of high school students indicated highly significant sex differences in Intimacy Imagery. Males who showed a stereotypically masculine orientation in their projective responses to two cues were less likely than other males to write stories containing Intimacy Imagery. (Author)

Describes four storytelling activities which help students learn a skill and develop their personalities: (1) guided imagery, (2) fragmented storytelling, (3) creative dynamics, and (4) drawing. All techniques appeal to the students' emotional and imaginative potential, evoking a highly emotional and affective response, thus overcoming students'…

Results of a study exploring the relationship of locus of control, self-esteem, and field independence with reading and math achievement of Mexican American and Anglo American elementary school children did not support presumed cultural differences of personality variables, but did suggest a differing relationship between personality variables and…

Highlights a study to determine which personality traits (e.g., locus of control, academic self-concept, and study habits and attitudes) and biographical characteristics (e.g., age, sex, race, and marital status) of community college and technical institute students correlate significantly with grade point average and academic success. (AYC)

Results of four hypotheses are discussed. (BE)

Describes the results of four longitudinal studies of adolescent development that focus on coping styles, maturity of defenses, adaptation to school environments, and predictors of educational and occupational attainment. Implications are discussed in terms of linking adolescence with other phases of development. (Author/SS)