Personality Factors in Self-and Peer-Evaluations of WISC Performance Intelligence Among Middle-Class Children
with the fact that the dimensions of personality, self-confidence, and performance in academic tasks often seem to be related, even in the primary grades. Self-confidence (measured in several different ways) is generally correlated with the “stronger” personality characteristics, such as independence and social competence (Baumrind & Black, 1967; Coopersmith, 1967; Dreyer & Haupt, 1966), and it usually goes along with an increasing level of I Q (Piers & Harris, 1964; Van den Daele, 1968). It can even outweigh “native intelligence” factors, in that overachievers have been typified as high in self-esteem as well a s independent in personality (Peters, 1968; Taylor, 1964). The opposite side of the coin is that occasionally highly talented students fail to take the initiative and excel when their native intelligence seems to be superior. As personalities, we often find such children to be socially conforming, inhibited, and controlled (Crandall, 1966; Oaklund, 1969). Obviously, it is difficult to speak of confidence level independently of personality factors, and the study of personality invariably impels the investigator to consider the role of the subject’s self-esteem or selfconfidence in relation to the challenges of life. One of the recurring difficulties in identifying self-confidence in the typical level-of-aspiration task stems from t h e fact that subjects (Ss) usually under-estimate their aspiration levels in order to ensure success on a task with which they are confronted (Rotter, 1954). “Aim modestly and be sure to better your goal” seems to be the motto of many highly talented people (Atkinson & Reitman, 1956). It is considered sacially appropriate for an S to Personality Factors in Selfand Peer-Evaluations of WISC Performance Intelligence Among Middle-class Children JOSEPH F. RYCHLAK, Ph.D. Purdue Universify