Utilization of Levels of Intellectual Ability as a Control Variable in Studies of Nonintellectual Factors in Academic Achievement

Abstract

The purpose of this study was to investigate the importance of using levels of intellectual ability as a control variable in studies of nonintellectual factors in academic achievement and to determine the utility of the Edwards Personal Preference Schedule (EPPS) as a supplement to academic aptitude test scores in the prediction of success in college. Through use of the combined methodologies of Goodstein and Heilbrun (1962) and Hakel (1966), scores for 135 males and 82 females on the Edwards Personal Preference Schedule (EPPS) as well as on the American College Testing Program (ACT) measure and grade-point averages were analyzed for the entire sample and for low, middle, and high ability groups. Partial correlation techniques with ACT scores held constant were employed. The results of the present study were not consistent; when compared with those reported by Goodstein and Heilbrun and Hakel they raised further doubt as to the status of the EPPS as a useful supplement to academic aptitude scores in predicting college achievement. In addition, the hypothesis that the relationship between personality and academic achievement would depend upon the general level of intellectual ability was not supported.

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References

American College Testing Program. Research Service Report for Marshall University, Summary Analysis. Iowa City, Iowa, Summer, 1965, Table LI-2.5.

Edwards, A. L. Manual for the Edwards Personal Preference Schedule (rev. ed.) New York: Psychological Corporation, 1959.

Goodstein, L. D. and Heilbrun, A. B. Prediction of college achievement from the edwards personal preference schedule at three levels of intellectual ability. Journal of Applied Psychology, 1962, 46, 317-320.

Hakel, M. D. Prediction of college achievement from the Edwards Personal Schedule using intellectual ability as a moderator . Journal of Applied Psychology, 1966, 50, 336-340.