Arithmetic achievement as a function of introversion-extraversion and teacher-presented reward and punishment☆

摘要: Abstract Following Eysenck (1967), Gray (1973) and Wakefield (1979), it was hypothesized that the arithmetic achievement of extraverts would be better than introverts in those classrooms which teacher-presented rewards predominated, punishment predominated. Five were rank-ordered according to their ratios reward punishment. A total 101 fourth fifth grade students from five then administered Junior Personality Questionnaire (JEPQ) an pretest. Subsequent 40 school days, posttest. Partialling out pretest scores, lie scale scores JEPQ, raw Comprehensive Test Basic Skills (CTBS), regression analysis posttest with interaction extraversion JEPQ classroom rank-order ratio yielded significant results supporting hypothesis. Additional indicated presence non-hypothesized interactions Psychoticism Neuroticism scales reward-punishment extraversion.