"Relations between characteristics features of the personality and school success"-unpublished doctoral thesis - part four
Between the results that demonstrate the importance to interactions of personality factors with motives and with the situational factors influence over the subject''s school performance, we proceed to present the most significant for us.. This has been estimated, through the analysis of variance ANOVA.
In the case of the subjects girls, we have see the existence of the principal effect for the verbal originality factor ( F=12,063, p<0,001 ) and an
interaction effect with superego force ( F=5,106, p<0,026 ) over school success.
After the contrast analysis on the basis of The T – Student Test, for independent samples, it result, at the girls with a high force of superego that the persons with high verbal originality obtain the school performances superior, in comparison with the persons with the low scores to this factor.
We think that this result demonstrate the importance of simultaneous existence of strong ethical values and the creative behavior at the contemporary teenagers, especially at girls, for the development school performance. But the creativity itself is not enough for obtain the school success. Anyhow, it is a great difference, in comparison with the situation on the traditional education.
It had estimated the positive interaction effect of G 16 P.F. factor – superego force and Q3 – self-control over school success of schoolboys with masculine genre and the positive interaction effect of I factor –
sensitiveness on point of view affective and the same Q3 factor over school performance at all subjects.
Through to analysis of variance graphic interpretation, it stand out that between boys with an low scores to G factors, the subjects with a strong self-control obtain the superior results in comparison with the persons more impulsive. For the schoolboys with masculine genre that have the high scores to G, the subjects with a high self-control achieved the inferior school performances in comparison with the persons more impulsive.
This results stand out an complex interaction effect; the self-control can stimulate the learning behavior when the boys have not a strong ethical values, but it can reduce the school performance, at boys with real ethical values, through to renounce at the certain unorthodox initiatives.
The interaction effect of I and Q3 factor, for the all schoolboys tested is complex, too. Through the analysis of interaction effect, on point of view of the contrast, it observe that it exist a significant difference between school performance of the subjects with high scores at Q3 and the subjects with low scores at Q3 ( the first group have a superior performance ), but only the persons less sensitive.
We consider that, thus, it stand out one important concrete mean of positive influence to deep feelings-values over school performance. When this missing, it is necessary for the subject to have the ability to impose himself the certain restrictions.