Abstract
IN RECENT YEARS, under the impact of competition with Russia, increasing emphasis has been placed on the importance of scientific edu cation. As a result of this emphasis, it has become clear that much additional information is needed about the dimensions and correlates of high achievement in the science curriculum. At the same time, it is highly important that potential scientists be identified as early as possible, and certainly no later than the senior year in high school. The purpose of this study, then is to explore the factor structure of various indices of achieve ment in high school science and also self and teacher ratings of characteristics which presum ably are related to such achievement.
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