Learning Discrepancy in relation to Personality Factors among Primary School Students

R. Ravi*
* Assistant Professor, Department of Education, Karunya University, Coimbatore.
Periodicity:November - January'2008
DOI : https://doi.org/10.26634/jpsy.1.3.450

Abstract

This study focuses on discrepant achievers, that is, over achiever and under achiever in relation to certain personality factors among the primary school students.  In the present study, the investigator has adopted the correlation method of normative survey research design.  The data were collected into two phases for the present study.  In the first phase, the data were collected from 500 samples from the identified schools using the Intelligence test battery. And for achievement, the marks secured by the samples in the annual examination were taken into account.  After completing the first phase of the data collection, the discrepant achievers that is, under and over achievers were found out using the quartile ranking method.  Accordingly, there were 40 under achievers and 48 over achievers found out and they were labelled as discrepant achievers.  Hence, these 88 samples were subjected to second phase of data collection.   As in the second phase of data collection, the data were collected from the identified discrepant achievers using children’s personality questionnaire. Finally, it is concluded that the personality traits of the selected primary school students does affect their scholastic achievement.

Keywords

Discrepant Achievers, Over Achievers, Under Achievers, Learning Discrepancy.

How to Cite this Article?

R. Ravi (2008). Learning Discrepancy in relation to Personality Factors among Primary School Students. i-manager’s Journal on Educational Psychology, 1(3), 55-60. https://doi.org/10.26634/jpsy.1.3.450

References

[1]. Bindu, T.V. (2007). Achievers and Non—Discrepant Achievers in Education. New Delhi: A.RH.
[2]. Daubman, K. & Lehman, T. (1993). The effects of receiving help: Gender differences in motivation and performance. Sex Roles, 28 (11/12], p.693-707.
[3]. Eppler, M. & Hariu, B. (1997). Achievement motivation goals in relation to academic performance in traditional and non-traditional college students. Research in Higher Education, 38 (5), p.557-573.
[4]. Farideh, S. (1996). Achievement motivation: a cross- cultural comparison of British and Chinese students.
[5]. Grasha, T. (1990). The naturalistic approach to learning styles. College Teaching, 38(1 ), p.106-113.
[6]. Grayson, A., Clarke, D. & Miller, H. (1995). Students‘ everyday problems: a systematic qualitative analysis. Counseling, August, p. 197-202.
[7]. Karabenick, S.& Knapp, J. (1991). Relationship of academic help seeking to the use of learning strategies and other instrumental achievement behaviour in college students. Journal of Educational Psychology, 83 (2),p.221—230.
[8]. Lawrence, J., Volet, 3., Dodds, A. & McGaw, B. (1985). Students‘ Representations of Problems. In D. Boud (Ed.) Problem—Based Learning in Education for the Professions. Sydney: Higher Education Research and Development Society of Australasia.
[9]. Menon, S.K. (1973). A comparative study of the personality characteristics of overachievers and underachievers of high ability. Doctoral thesis, Kerala University.
[10]. Nair, RM. (1975). Personal Characteristics of Creative high school pupils. Doctoral thesis, Kerala University.
[11]. Nathawat, S. & Singh, R. (1997). The effect of need for achievement on attributional style. Journal of Social Psychology, 137, 1, p.55—62.
[12]. Newman, R. &Schwager, M. (1995). Students‘ help- seeking during problem solving: effects of grade, goal and prior achievement. American Educational Research Journal, 32 (2), p.352—376.
[13]. Ravi, R. (2004). Cognitive abilities and their effect on receptive skills among primary school students. Unpublished doctoral thesis, Bharathiar University: Coimbatore.
[14]. Riipinen, M. (1994). Extrinsic occupational needs and the relationship between need for achievement and locus of control. Journal of Psychology Interdisciplinary and Applied, 1(128),p.577-587.
[15]. Ryan, A. & Hicks, L. (1997). Social goals, academic goals, and avoiding seeking help in the classroom. Journal of EarlyAdolescence, 1 7(2), p. 152-181.
[16]. Sagie, A. (1994). Assessing achievement motivation: construction and application of a new scale using Ellzur's multifaceted approach.
[17]. Schiefele, U. & Csikszentmihalyi, M. (1995). Motivation and ability as factors in mathematics experience and achievement. Journal for Research in Mathematics Education, 26(2), p. 163-181 .
[18]. Ward, E. (1994). Construct validity of need for achievement and locus of control scales. Educational and Psychological Measurement, 54(4), p.983-992.
[19]. Yamauchi, H. & Li, Y. (1993). Achievement—related motives and work—related attitudes of Japanese and Chinese students.
If you have access to this article please login to view the article or kindly login to purchase the article

Purchase Instant Access

Single Article

North Americas,UK,
Middle East,Europe
India Rest of world
USD EUR INR USD-ROW
Online 15 15

Options for accessing this content:
  • If you would like institutional access to this content, please recommend the title to your librarian.
    Library Recommendation Form
  • If you already have i-manager's user account: Login above and proceed to purchase the article.
  • New Users: Please register, then proceed to purchase the article.