Abstract
THE part that personality plays in predicting academic achievement is a major concern in the study of adolescents. Overall high school achievement and achievement in science and mathematics are of particular interest. Cattell and Eber (1964) reported an equation for predicting school grades based on certain personality factors and Butcher and Gorsuch (IPAT, 1962) reported an equation to predict school achievement, based on the High School Personality Questionnaire (HSPQ). These equations do not contain cognitive variables. Crawford and Moyel (1963) studied the incremental validity of a personality battery added to cognitive variables. They found significant increments in predicting quantitative thinking and interpreting literary materials, but not in predicting three other achievement variables. They concluded that even when significant, the additional contributions of the personality variables were negligible. The major purpose of the present study was to examine the incremental validity of the Sixteen Personality Factor Questionnaire (16-PF) when added to certain cognitive variables in predicting high school achievement. Another purpose was to construct a set 1 The researchers are grateful for the cooperation and assistance of the principal, faculty and students of Gainesville High School and Mr. Otis M. Ellen
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