"Relations between characteristics features of the personality and school success"-unpublished doctoral thesis - part five
Between the results that demonstrate the importance of the interactions of personality factors with motives and with the situational factors influence over the subjectss school
performance, we continue proceeding to present the most significant for us. This has been estimated, through the analysis of variance ANOVA.
In the case of the all subjects and of the subjects girls, the positive
interaction effect of I factor – sensitiveness on point of view affective and c2 – the abuse absence in the family education over the school notes. It stand out that the teenagerss with an low scores to I factor, so with diminished feelings – values, the same methods of classic pedagogy, that involve the punishment and that are considered an abuse from the subjects could have as results the school performance improvement and the prevention of the failure and of the antisocial behaviour. On the base of the empirical dates, we asses that the contemporary psychology make abuse from abuse notion.
An other significant interaction effect is the positive interaction effect of the Ma factor – the motives to material order and the c11 factor – the group environment ( in agreement or not with the colleagues medium ) overschooll success at the subjects girls. We think that it demonstrate the importance of the group support for successful progress of learning activities, especially at girls.
This role is important only at persons with law scores at Ma factor, so more intrinsic motivated. This subjects are a high creativity, too. So, if the norms/values colleagues is todifferents, the school performance of thecreatives girls decrease.