The problem of underachievement among bright students of nursing at the college of Medical Evangelists School of Nursing revealed a need for a better understanding of these students by instructors and guidance personnel in order that improved selection and guidance of these students might result.
It was the purpose of this study to identify the relationships of certain personality traits to certain levels of achievement among bright students of nursing at the college of Medical Evangelists, in order to obtain information which might guide the faculty in the selection and guidance of these students.
Bright students were defined as those scoring on or above 115 I.Q. on the California Test of Mental Maturity, and achievers and underachievers were defined by placing in the top third or lower third respectively in a ranked distribution of T-score differences. Grade point Averages were totaled on the basis of Major in Nursing subjects and were the criteria for achievement in Nursing.
The findings of the study revealed a significant difference between the means of the Bright Achievers and Bright Underachievers when ranked in a C-score distribution on Trait \"Restraint\" of the Guilford-Zimmerman Temperament Survey. Bright achievers scored significantly higher than bright underachievers when mean C-scores on this trait were compared.
It was concluded that the bright achiever, seemingly more happy-go-lucky and carefree and less restrained and serious than her achieving counterpart, may not be concerned about her achievement status to the extent that she would be motivated to do what was needed to raise her achievement level.
It was recommended that instructors and guidance personnel study the interests of these students in order to transfer their interests to the educational situation so that these students might be provided with incentives meaningful to them so that they might be motivated to achieve more in harmony with their intellectual potential.
","abstract_html":"<p>The problem of underachievement among bright students of nursing at the college of Medical Evangelists School of Nursing revealed a need for a better understanding of these students by instructors and guidance personnel in order that improved selection and guidance of these students might result.</p> <p>It was the purpose of this study to identify the relationships of certain personality traits to certain levels of achievement among bright students of nursing at the college of Medical Evangelists, in order to obtain information which might guide the faculty in the selection and guidance of these students.</p> <p>Bright students were defined as those scoring on or above 115 I.Q. on the California Test of Mental Maturity, and achievers and underachievers were defined by placing in the top third or lower third respectively in a ranked distribution of T-score differences. Grade point Averages were totaled on the basis of Major in Nursing subjects and were the criteria for achievement in Nursing.</p> <p>The findings of the study revealed a significant difference between the means of the Bright Achievers and Bright Underachievers when ranked in a C-score distribution on Trait "Restraint" of the Guilford-Zimmerman Temperament Survey. Bright achievers scored significantly higher than bright underachievers when mean C-scores on this trait were compared.</p> <p>It was concluded that the bright achiever, seemingly more happy-go-lucky and carefree and less restrained and serious than her achieving counterpart, may not be concerned about her achievement status to the extent that she would be motivated to do what was needed to raise her achievement level.</p> <p>It was recommended that instructors and guidance personnel study the interests of these students in order to transfer their interests to the educational situation so that these students might be provided with incentives meaningful to them so that they might be motivated to achieve more in harmony with their intellectual potential.</p>","abstract_has_math":false,"creators":["Glover, Muriel Arline"],"institution":null,"degree_name":"Master of Science (MS)","degree_level":"Thesis","degree_discipline":"Nursing","degree_department":null,"school":null,"contributors":["Dorothy M. Martin","Winifred M. Edwards","R. Maureen Maxwell"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":1960,"date_issued":"1960-03-01T08:00:00Z","date_published":"1960-03-01T08:00:00Z","updated_at":"2026-07-24T02:53:44Z","subjects":["Nursing","Personality and Social Contexts","Personality Students; Nursing; Underachievement"],"languages":["English"],"rights":["This title appears here courtesy of the author, who has granted Loma Linda University a limited, non-exclusive right to make this publication available to the public. The author retains all other copyrights."],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarsrepository.llu.edu/etd/1419","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dorothy M. Martin","Winifred M. Edwards","R. Maureen Maxwell"]},{"key":"dc:creator","label":"Author","values":["Glover, Muriel Arline"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"thesis:degree_discipline","label":"Discipline","values":["Nursing"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science (MS)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Nursing","Personality and Social Contexts","Personality Students; Nursing; Underachievement"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["English"]},{"key":"dc:rights","label":"Dc Rights","values":["This title appears here courtesy of the author, who has granted Loma Linda University a limited, non-exclusive right to make this publication available to the public. The author retains all other copyrights."]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarsrepository.llu.edu/etd/1419"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The problem of underachievement among bright students of nursing at the college of Medical Evangelists School of Nursing revealed a need for a better understanding of these students by instructors and guidance personnel in order that improved selection and guidance of these students might result.
It was the purpose of this study to identify the relationships of certain personality traits to certain levels of achievement among bright students of nursing at the college of Medical Evangelists, in order to obtain information which might guide the faculty in the selection and guidance of these students.
Bright students were defined as those scoring on or above 115 I.Q. on the California Test of Mental Maturity, and achievers and underachievers were defined by placing in the top third or lower third respectively in a ranked distribution of T-score differences. Grade point Averages were totaled on the basis of Major in Nursing subjects and were the criteria for achievement in Nursing.
The findings of the study revealed a significant difference between the means of the Bright Achievers and Bright Underachievers when ranked in a C-score distribution on Trait \"Restraint\" of the Guilford-Zimmerman Temperament Survey. Bright achievers scored significantly higher than bright underachievers when mean C-scores on this trait were compared.
It was concluded that the bright achiever, seemingly more happy-go-lucky and carefree and less restrained and serious than her achieving counterpart, may not be concerned about her achievement status to the extent that she would be motivated to do what was needed to raise her achievement level.
It was recommended that instructors and guidance personnel study the interests of these students in order to transfer their interests to the educational situation so that these students might be provided with incentives meaningful to them so that they might be motivated to achieve more in harmony with their intellectual potential.
"]},{"key":"dc:title","label":"Title","values":["The Relationship of Certain Personality Traits to the Underachievement of Bright Students in Nursing"]}]}],"canonical_facts":{"dc:contributor":["Dorothy M. Martin","Winifred M. Edwards","R. Maureen Maxwell"],"dc:creator":["Glover, Muriel Arline"],"dc:description.abstract":["The problem of underachievement among bright students of nursing at the college of Medical Evangelists School of Nursing revealed a need for a better understanding of these students by instructors and guidance personnel in order that improved selection and guidance of these students might result.
It was the purpose of this study to identify the relationships of certain personality traits to certain levels of achievement among bright students of nursing at the college of Medical Evangelists, in order to obtain information which might guide the faculty in the selection and guidance of these students.
Bright students were defined as those scoring on or above 115 I.Q. on the California Test of Mental Maturity, and achievers and underachievers were defined by placing in the top third or lower third respectively in a ranked distribution of T-score differences. Grade point Averages were totaled on the basis of Major in Nursing subjects and were the criteria for achievement in Nursing.
The findings of the study revealed a significant difference between the means of the Bright Achievers and Bright Underachievers when ranked in a C-score distribution on Trait \"Restraint\" of the Guilford-Zimmerman Temperament Survey. Bright achievers scored significantly higher than bright underachievers when mean C-scores on this trait were compared.
It was concluded that the bright achiever, seemingly more happy-go-lucky and carefree and less restrained and serious than her achieving counterpart, may not be concerned about her achievement status to the extent that she would be motivated to do what was needed to raise her achievement level.
It was recommended that instructors and guidance personnel study the interests of these students in order to transfer their interests to the educational situation so that these students might be provided with incentives meaningful to them so that they might be motivated to achieve more in harmony with their intellectual potential.
"],"dc:identifier":["https://scholarsrepository.llu.edu/etd/1419"],"dc:language":["English"],"dc:rights":["This title appears here courtesy of the author, who has granted Loma Linda University a limited, non-exclusive right to make this publication available to the public. The author retains all other copyrights."],"dc:subject":["Nursing","Personality and Social Contexts","Personality Students; Nursing; Underachievement"],"dc:title":["The Relationship of Certain Personality Traits to the Underachievement of Bright Students in Nursing"],"thesis:degree_discipline":["Nursing"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of Science (MS)"]},"updated_at":"2026-07-24T02:53:44Z"}