The validity of the CTMM and the CTP in predicting scholastic success and the relationship of the CTP to other variables

• Main Author: Soledad, Leticia C.
• Format: text
• Language: English
• Published: Animo Repository 1973
• Subjects: Prediction of scholastic success; Ability > Testing; Psychology
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/189
• Institution: De La Salle University

This study attempts to find the predictive validity of two standardized tests, the California Test of Mental Maturity and the California Test of Personality, to analyze the relationship between the personality, achievement and IQ of De La Salle grade school students, to find significant differences in personality adjustment between grade levels, and differences in personality traits between underachievers and overachievers. The final grade average average, CTMM T-scores, and CTP T-scores of 320 De La Salle Grade School students during the school year 1970-1971, were studied to determine the interrelationship between them with the final grade average designated as the criterion variable and the CTMM T-scores and CTP T-scores as the predictor variables. Correlation coefficients were computed using the Pearson product-moment formula. The multiple regression equation was used to find the predicted grade average using the CTMM and CTP as predictor variables the analysis of variance of the regression was performed to find if variation in the criterion variables can be validly predicted from variation in the predictor variables the one-way analysis of variance was performed to find significant differences in personality adjustment between grade levels the t-test was performed to find the extent of any significant differences in personality adjustment between grade levels, and the z-test was performed to find significant differences in personality traits between underachievers and overachievers. The findings of the study confirmed previous findings that intelligence was indeed the most important single factor in predicting scholastic success and that personality played a part in determining classroom behavior and ultimately scholastic success, but did not play as important a role as IQ. The addition of personality variables in prediction measures helped in achieving a clearer picture of the future success of the individual. It was concluded that the CTMM and CTP validly predicted academic performance, and that the CT