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.
Date:
August 1977
Creator:
Reuterfors, David Lawrence
Partner:
UNT Libraries