Academic Achievement: Effects of Congruency, Consistency, Differentiation, and Modal Personality Types
Description:
This investigation explored relationships between four determinants of first-semester undergraduate academic achievement derived from Holland's (1973) theory of vocational development. Groups of 438 male and 468 female students completed the Strong-Campbell Interest Inventory and were categorized in terms of congruency, consistency, differentiation, and modal personality type. Undergraduates with congruent college-major choices enjoyed greater academic success than students with incongruent cho…
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Date:
August 1977
Creator:
Reuterfors, David Lawrence
Partner:
UNT Libraries