Abstract

The relationship between students' gender, personality traits, predicted first-year grades, and quality of effort put forth in academic and personal/social activities with academic achievement and critical thinking was examined for 265 first-year science and engineering undergraduates enrolled at a selective doctoral-extensive university. Results show that some personality traits influence the quality of effort expended with academic and personal/social activities as well as end-of-first-year grades and a measure of critical thinking.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 277-290
Launched on MUSE
2003-05-23
Open Access
No
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