Campus Access Only

All rights reserved. This publication is intended for use solely by faculty, students, and staff of University of the Pacific. No part of this publication may be reproduced, distributed, or transmitted in any form or by any means, now known or later developed, including but not limited to photocopying, recording, or other electronic or mechanical methods, without the prior written permission of the author or the publisher.

Date of Award


Document Type

Dissertation - Pacific Access Restricted

Degree Name

Doctor of Education (Ed.D.)



First Advisor

Robert R. Hopkins

First Committee Member

Paul J. Hauben

Second Committee Member

Mari G. Irvin

Third Committee Member

Helmut H. Riemer

Fourth Committee Member

LaVon M. Rupel


The personality characteristics of continuation high school students, as measured by the California Psychological Inventory (CPI), and the nature and extent of the relationship between those characteristics and their academic achievement were investigated. Achievement was measured by two criteria: attendance and percentage-based grade point average (GPA). The sample was comprised of 96 students from two continuation schools in a multi-ethnic agricultural community. The sample was stratified on the basis of ethnicity to allow ethnic group comparison between Hispanics, Caucasians, and Blacks as well as between males and females. The results showed that the continuation students scored significantly lower than the high school norm groups on 14 of the 18 CPI scales and significantly higher on the Self-Acceptance scale. The continuation students presented scores on scales representing interpersonal and relationship skills that were comparable to their high school norm group counterparts. Their scores on scales involving intrapersonal value controls were substantially different from the normative data. Neither the GPA nor the attendance criterion was predictable from the CPI data. These data were consistent with their overall psychological profile, indicating that this sample experienced both academic and behavioral problems in adapting to school. Based on this profile and their lower scores on the achievement relevant scales of the CPI, the optimum educational format for these youth may require modification of an entirely individualized approach to incorporate adequate structure, lecture content, or small group interaction. Additionally, recommendations for further research with continuation students were offered.



To access this thesis/dissertation you must have a valid email address and log-in to Scholarly Commons.

Find in PacificSearch Find in ProQuest



If you are the author and would like to grant permission to make your work openly accessible, please email


Rights Statement

Rights Statement

In Copyright. URI:
This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).