RELATIONSHIPS BETWEEN SELECTED PERSONALITY ATTRIBUTES AND ACADEMIC PERFORMANCE OF FRESHMEN NURSING STUDENTS FROM URBAN COMMUNITY COLLEGES.
Contributors: Columbia University. Teachers College.
Published: 1985
Number of pages: 172
Subjects: Health Sciences, Nursing.
Description: The study explored the relationships between three selected personality attributes and academic performance of freshmen nursing students. The study increased knowledge about the high attrition rate at urban community colleges. Six research questions were addressed.

Seventy-one freshmen nursing students from a randomly selected urban community college volunteered to participate in this study. Rotter's Internal-External Locus of Control Scale and Alpert and Haber's The Achievement Anxiety Test were used to collect data pertaining to selected personality attributes. In addition ethnic status and final course grades were collected for the study. Mean, standard deviation, and t-test scores were used in the analysis of the data obtained by the first three research questions. The Pearson Product-Moment Correlation Coefficient (r) was used to describe a paired personality attributes of the last three research questions.

The study results indicated that students who passed the course tended to use more internal control over their behaviors than those who failed. Ethnic minority students tended to use more internal control over their behaviors than ethnic non-minority students. Students who passed the course tended to be more motivated and less debilitated by achievement anxiety than students who failed. Locus of control was negatively correlated with facilitating anxiety and positively correlated with debilitating anxiety. Facilitating anxiety was negatively correlated with debilitating anxiety. However, ethnic minority students who passed the course tended to have both highly facilitating and debilitating anxiety.

The study found that selected personality attributes contributed to academic performance. The timing of anxiety arousal, working under stress, awareness of evaluation criteria, and reading ability influenced academic performance. Diametrically opposed personality attributes coexisted. Ethnicity facilitated or hindered the resolution of a problem and minimized or maximized anxiety in a stressful environment.

Recommendations for nurse educators, nursing school and college administrators, counselors, and further related research were made.
Notes: Source: Dissertation Abstracts International, Volume: 46-04, Section: B, page: 1117.

Thesis (ED.D.)--COLUMBIA UNIVERSITY TEACHERS COLLEGE, 1985.

School code: 0055.