Neuroticism and academic achievement: The furneaux factor

Abstract

The investigation examined the relationship between neuroticism and academic achievement in a sample of 204 Independent Study students by following up a previous finding by McKenzie (1988a; Person. indiv. Diff. 9, 843–850) that although neuroticism correlated negatively with success on the Diploma of Higher Education (Dip. H.E.) programme it correlated positively with success on the third year B.A./B.Sc. (Hons.) Degree by Independent Study. These results supported Eysenck and Eysenck's contention that neuroticism only correlates positively with achievement in groups that have been highly selected. In testing for possible interactions, the investigation discarded Spielberger's (1962; Ment. Hyg. 46, 420–426) contention that neuroticism aids achievement only in highly intelligent students. An alternative hypothesis advanced by Furneaux (1980; Personality and Academic Performance, SRHE Guildford), that neuroticism correlates positively with achievement only in students who have been selected on some coping factor associated with traits such as Cattell's superego strength or independence (Saville, 1978; a critical analysis of Cattell's model of personality, Brunel University) was supported, positive correlations being found between neuroticism and degree result forstudents in the high superego group. The presence of the neuroticism-superego interaction or Furneaux Factor was much more marked when allowance for the effects of dissimulation was made, the correlations between neuroticism and degree result being significant at the 0.05 level and beyond. The results were replicated across sexes. An internal validation showed that the Furneaux Factor was present in each of the 1981, 1982 and 1983 intakes, positive correlations neuroticism and degree result being reported for the high superego group in all intakes. An external validation supported the hypothesis that the Furneaux Factor would be less apparent in students following a less academically demanding course. It was suggested that the Furneaux Factor has significant implications for learning theory in general and for student selection and counselling in particular. In addition it may be able to provide an objective assessment of the academic rigour of programmes of higher education.