Is overparticipation in activities a valid reason for poor academic achievement? A study is reported that looked at personality types of students who tend to participate in school activities and examined the relationship of these personality types to academic achievement. (Author/TE)

Assesses our limited knowledge of individual learning styles and their relationships to academic achievement. Poses questions for further research. (Author/WD)

Subscale scores from R.O. Frost, P. Marten, C. Lahart, and R. Rosenblate's (1990) Mulitdimensional Perfectionism Scale were found to be moderately stable over a 10-week period. Associations between perfectionism and self-esteem, depression, and academic integration yielded mixed support for the criterion-related validity of the scores from this…

Teachers are constantly under pressure to produce results in the form of student achievement. The combinations of characteristics and methods that teachers use to achieve those results may seem endless. Still, there are behaviors and techniques that constantly emerge in any evaluation of a master teacher. In this article, the author presents an…

The goals of this study were to compare self-perceptions of self-efficacy, mood, effort, and hope between 123 adolescents with learning disabilities (LD) and a group of 123 Non-LD peers, who were matched for their level of academic performance and gender, and to explore the relations between measures of self-perception and achievement. The results…

Introduction: In this paper we investigate how students' class grades are affected by individual differences in circadian rhythm, class time-of-day and class difficulty. Method: Using a sample of university students, we assessed morningness and eveningness personality type, and then obtained students recalled classes as well as their…

Summarizes the results of six studies that examined differences between courses in computer programming and computer literacy, and the relationships between achievement in these courses, student personality traits, cognitive styles, and gender. Suggestions for future research are made. (7 references) (CLB)

The impact of test anxiety on test performance and the cognitive appraisals of test-anxious students were explored. The pattern of students' anxiety and appraisals suggests that test-anxious students experience most doubt and concern in the term. (Author/LMO)

Explored the interaction between objectives or placebo objectives and test anxiety level on college students' (N=135) academic achievement and state anxiety level. Analyses of data indicated that there were no significant interactions, and the objectives' main effects were nonsignificant, yet the trait anxiety main effects were significant. (LLL)

Stress was investigated in two classes of first-year medical students with support groups, didactic sessions, and no-contact control conditions. Few differences in personality measures were found, and all group means were within the normal range. Results bring into question the reported extent of chronic stress in this group. (MSE)

Assesses the relationship between academic achievement in medical school and personality and mental health characteristics of 183 Nigerian medical students. (CM)

Investigated factors related to math anxiety in college students. Results indicated math anxiety occurs frequently and is more likely to occur among women and students with inadequate high school math backgrounds. Higher levels of math anxiety were related to lower mathematics achievement test scores and higher levels of test anxiety. (Author/BEF)

It appears that the ability of Black children to survive in the present educational system requires a reserved, detached manner, a clever and discerning awareness that permits them to handle the people within the environment, and the ability to obey and conform to the expectations encountered. (Author/GC)

A multivariate investigation of the dynamics of cumulative achievement studied the influence of course grades, personality traits, environmental variables, and previous performance. The latter was the best single predictor of performance. (CJ)