46
JOHN PARASREVOPOULOS
AND
JEANNE McRAE McCARTHY
Teachers, contrary
to
popular belief, are more perceptive of withdrawn be-
havior, and consider shy, withdrawn behavior to constitute a greater problem
than do the mothers. The finding that mothers perceive fewer and/or less severe
problems involving immaturity and inadequacy than teachers
do,
pinpoints an
area in which more articulation between mothers and teachers is needed.
REFERENCES
CONGRESSIONAL RECORD. U.
S.
Senate, Committee on Labor and Public Welfare, Subcommittee on
Education. Notes and working papers concerning the administration of programs authorized
under Title VI of Public Law
89-10
Elementary and Secondary Act,
as
amended-Education of
Handicapped Children. Washington,
D.
C.:
U.
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Government Printing Office,
1968.
KAISER, H.
F.
The varimax criterion for analytic rotation in factor analysis.
Psychometrih,
1958,
LINDQUIST, E.
F.
Design and analysis
of
experiments in psychology and education.
Boston: Houghton
MCCARTHY,
J.
M.,
&
PARASKEVOPOULOS,
J.
Behavior patterns of learning disabled, emotionally
PETERSON,
D.
R. Behavior problems
of
middle childhood.
Journal
of
Consulting Psychology,
1961,
QUAY,
H.
C. Personality dimensions in delinquent males
as
inferied from factor analysis of behavior
QUAY, H. C. Personality patterns in pre-adolescent delinquent boys.
Educational and Psychological
QUAY,
H.
C., MORSE, W. C.,
&
CUTLER,
R.
L. Personality patterns of pupils in special classes for the
QUAY,
H.
C.,
&
PETERSON,
D.
R.
Behavior problem checklist.
Champaign,
Ill.:
Children’s Research
QUAY, H. C.,
&
QUAY, L. C.
Behavior problems in early adolescence.
Child Development,
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36,
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Mifflin,
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disturbed, and average children.
Exceptional Children,
1969,
in press.
26,
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ratings.
Journal
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emotionally disturbed.
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PREDICTION
OF
ACADEMIC ACHIEVEMENT WITH DIVERGENT AND
CONVERGENT THINKING AND PERSONALITY VARIABLES
JOHN
F.
FELDHUSEN,
DONALD
J.
TREFFINGER
AND
ROBERT
M.
ELIAS
Purdue University
Concern with the prediction of academic performance has increased during
recent years due to a growing student population, experimental programs for dis-
advantaged youth, growth of programs designed to identify and support the training
of students with outstanding talents, and the development within the social sciences
(accompanied by increased financial support from federal and private agencies) of
a serious and concerted study of education (Lavin,
1965).
This study was con-
cerned with the prediction
of
academic achievement among high school students
from junior high school assessments of convergent and divergent thinking abilities
and selected personality and self-concept measures.
Several studies have shown that creativity and intelligence measures demon-
strate approximately equal efficiency in predicting academic achievement. Wade
1This
research was partially supported by funds from the
U.
S.
Office
of
Education grant
No.
0-EA
3-7-0626982996.
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