Różnice indywidualne jako korelaty aktywności strategicznej i osiągnięć szkolnych uczniów gimnazjum i liceum

Abstract

Two studies were conducted in order to investigate the relationships between students’ personality and temperamental traits, and their strategic activity (the strategic control of learning and depth of processing), and school achievements. In Study I personality factors, as described in H. Eysenck’s theory, were taken into account. Two hundred and seven students from grade 2 of the junior high school and grade 3 from the senior high school were the subjects. The research was conducted in groups. Subjects filled in the following questionnaires: EPQ-R, SFQ and “Learning from Textbook Texts”. Data concerning school achievements were also gathered. It appeared that strategic irresolution and surface processing were negative predictors of achievements, whereas deep processing – a positive one. Extraversion was linked with a flexible control, neurotism with irresolute control and surface processing. Older students employed surface strategies less often, and demonstrated a lower level of inflexible and flexible control. In Study II, concerning temperamental features, 218 students from grade 2 of the junior high school and grade 3 from the senior high school, took part. The procedure was the same as in Study I, with the exception that instead of the EPQ-R, the questionnaire FCZ-KT, measuring temperamental features, was employed. The collected data confirmed the existence of the relationships between temperamental features and strategic activity. Students with a high level of activity and endurance, employed more often deep strategies and flexible control, students with a high level of reactivity and perseverativity demonstrated a stronger tendency towards irresolute and inflexible control. In general strategic flexibility and deep processing were favorable for school achievements.