PERSONALITY FEATURES OF MIDDLE SCHOOL PUPILS WITH DIFFERENT LEVELS OF ACADEMICALLY CAPABLE AND ACADEMIC SUCCESS

Abstract

The purpose of the research is to study of personality features of academically successful and unsuccessful pupils of a middle school that belong to the different typology profiles of academic capabilities. To do our research the diagnostics of personality features was carried out on the basis of the HSPQ PF Questionnaire – teenage form of the Sixteen Personaflity Factor Questionnaire of R. Cattell for 12 – 16 age old people. In the course of statistical treatment of the results, an one-way ANOVA analysis with a single independent factor and t-test of Student for independent samples were carried out.
According to the results, comparison of personality factors estimations of gifted academic successful and academically unsuccessful pupils of middle school showed some statistically meaningful differences on the estimations of personality factors F “prudence – frivolity”, Н “timidity – courage, adventurism”, Q4 “relaxedness – mental stress, frustration”. Academically unsuccessful pupils are more impulsive, merry, frivolous, active, talkative, adventurous, socially brave, emotionally direct, apt to the slackness and calmness. To the successful pupils inherent propensity to the carefulness, sobriety of perception, taciturnity, pessimism, to restraint, timidity, carefulness, firmness, inclination to frustration, excitability, anxiety, impatience, etc.
High estimations after factor A “schizotimia – affectotimia” are inherent to the intellectually gifted, creative, unmotivated academically successful; intellectually gifted, uncreative, externally motivated academically successful; intellectually gifted, unmotivated academically unsuccessful pupils.
High estimations after factor C “emotional instability – stability” are inherent to the academically gifted academically successful pupils.
High estimations after factor D “restraint – excitability” are inherent to the intellectually gifted, uncreative, externally motivated academically successful pupils.
High estimations after factor E “passivity – dominance” are inherent to the intellectually gifted, uncreative, internally motivated academically successful; intellectually gifted, externally motivated academically successful; intellectually not enough capable, internally motivated academically unsuccessful pupils.
High estimations after factor F “prudence – frivolity” are inherent to the intellectually gifted, creative, unmotivated academically successful; intellectually not enough capable, unmotivated academically unsuccessful; intellectually not enough capable, internally motivated academically unsuccessful pupils.
High estimations after factor G “irresponsibility – responsibility” are inherent to the academically gifted (intellectually gifted, creative, internally motivated) academically successful; intellectually gifted, uncreative, externally motivated academically successful; intellectually gifted, unmotivated unsuccessful; intellectually not enough capable, internally motivated unsuccessful pupils.
High estimations after factor Н “timidity – courage” are inherent to the intellectually gifted, creative, unmotivated academically successful; intellectually gifted, unmotivated unsuccessful; intellectually not enough capable, unmotivated unsuccessful pupils.
High estimations after factor I “realism – sensitivity” are inherent to the intellectually gifted, uncreative, externally motivated academically successful; intellectually gifted, externally motivated academically successful; intellectually not enough capable, internally motivated academically unsuccessful.
High estimations after factor J “neurasthenia” are inherent to the academically gifted academically successful; intellectually gifted, uncreative, internally motivated successful; intellectually gifted, externally motivated academically successful pupils.
High estimations after factor O “lightheartedness – tendency to feel of guilt” are inherent to intellectually gifted, creative, unmotivated academically successful; intellectually gifted, uncreative, externally motivated academically successful; intellectually gifted, unmotivated academically unsuccessful pupils.
High estimations after factor Q3 “low self-discipline – high self-discipline” are inherent to academically gifted academically successful; intellectually gifted, uncreative, internally motivated academically successful; intellectually not enough capable, internally motivated academically unsuccessful pupils.
High estimations after factor Q4 “relaxedness – mental stress, frustration” are inherent to academically gifted successful; intellectually gifted, uncreative, externally motivated successful; intellectually gifted, uncreative, internally motivated successful; intellectually gifted, externally motivated successful pupils.
To conclude, comparison of personality factors estimations of eight typology profiles of pupil’s academic capabilities shows statistically meaningful differences by the all estimated parameters. Generalization of research results shows that academically successful pupils on the estimations of personality factors are not more mentally safe, comparatively with their advanced unsuccessful peers.