A multiple correlation study of the intelligence, personality traits, study skills and grade point average of the grades two to six students of Assumption for the school year 1972-1973

• Main Author: Malvar, Marie Elisabeth
• Format: text
• Language: English
• Published: Animo Repository 1974
• Subjects: School children > Psychology; Prediction of scholastic success; Counseling Psychology
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/228
• Institution: De La Salle University

This study is designed to obtain information regarding the relationship that exists among the intelligence, personality, study skills, and scholastic performance of a Grade School child, as well as the influence that these same variables have on her school performance. The subjects of this study were 900 Grades Two to Six students of the Assumption Convent for the school year 1972-73. This investigation was a descriptive, comparative-correlational type of study aimed at determining the degree to which Intelligence as measured by the OLMAT, Study Skills as measured by the CTBS, and fifteen personality factors as measured by the CTP, influence one another, and in particular, the Grade Point Average (GPA). The study also attempted to find out which of the variables were greater contributors to GPA. The statistical techniques used in the study were descriptive statistics, and the Pearson product-moment formula for simple, partial and multiple correlations. It was concluded that the personality of the students reflected Filipino values and influences, and that they followed a developmental process. Also, the relationship between each of the variables of CTP and GPA became increasingly significant and substantial with the ascendancy of the grade level. Intelligence and Study Skills were the greatest contributors to school performance followed by Total Personal Adjustment and Sense of Personal Worth. Variables, such as personality factors and study skills, became increasingly more important in determining school success with advancing age. There were certain personality factors which followed a developmental sequence in their relationship to academic achievement. The addition of personality and study skills measures significantly improved the prediction of GPA.