Relationships between certain personality factors and mathematics attainment in some selected schools in the range standards two to six

Abstract

In the past the emphasis was given to intelligence as the 'sole major determining factor where academic success was concerned and Warburton (1969) wrote: The ignorance of educationists in the field of personality makes a striking contrast to their ability to estimate educational and intellectual capacity, imperfect as that may be. The understanding of children's personality and the teacher's ability to assess these traits is perhaps the most important topic in the whole field of education'. Where would we be today if we assumed that all children are of equal intelligence? We cannot therefore assume they are equally anxious, introverted and have the same persistence in the performing of a task, just as we cannot assume they have equal intellectual capabilities. " ... Any attempt to understand the complete causal chain associated with school attainment must include the effect of personality on the child's work in the school." (Eysenck , 1972). Intro. p. 1.