Implications of Birth Order for Motivational and Achievement-Related Characteristics of Adults Enrolled in Non-Traditional Instruction
The relationship of birth order, using categories of only child, first-born, middle-born, and last-born, to motivational and achievement-related characteristics of adults enrolled in non-traditional instruction was studied using 2268 men and women taking United States Armed Forces correspondence instruction in college, high school, and occupational-trade categories. No consistently powerful relationship of birth order to the motivational and achievement-related variables was obtained. The implications of birth order were more sig nificant at the college level than at the two other levels. Theoretical interpretations were considered.