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This study explored the relationship between Scholastic Aptitude Test scores, personality scores as measured by the 16 PF, Fifth Edition, and screening test scores of 87 students to predict success in college calculus. The results are discussed and implications reviewed.

This study explored the association of scores for 94 pharmacy majors on the 16 Personality Factor Questionnaire and success in college calculus courses as defined by final grade. In a simple regression two factors (G and A) were significant predictors of success in this exploratory study. Relevance to teaching and research is noted.

Birth order has been extensively investigated; however, few studies have been cross-cultural in nature and fewer still have investigated specific familial forms. The present study explored birth order and belief in astrology in Australian and American students. No comparisons were significant, but belief in astrology was associated with higher Extraversion scores. More students in both countries believed in astrology than those who did not.

This paper examines the role of personality factors in academic achievement, specifically achievement in mathematics, using self-concept as a major aspect of personality. A sample of 21 high school students with advanced placement in mathematics were given Cattell's Sixteen Personality Factor Questionnaire (16 PF). A significantly high factor rating appeared on Factor E for the total group. Factor E (high end) is described as dominant, self-assured, assertive, independent, and bold. When the sample was separated by sex, additional factors began to emerge. Factor A (warm, outgoing) showed higher than average in the 13 boys while Factor O (anxious) emanated as higher than average in the 8 girls. Implications for teachers relative to students' personalities are discussed.

Students in Calculus I, II, and III (ns = 56, 20, 6) completed Cattell's 16 PF, Form C. The 50 women scored significantly higher than the 32 men on Factors I and O, suggesting these women scored as more sensitive, insecure, and anxious, but means were < 1.00 score point different. Perhaps personality factors in academic success should be explored in larger, more evenly sized groups.