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It will have a practical as well as a theoretical value to analize the variables which contribute to the scnolastic achievement. As intelligence tests are usually validated by comparison with achievement, it can be assumed that intelligence is the only accountable variable in scholastic achievement. The human adjusting processes in any interindividual relationship, however, do not solely depend intellectual behavior, and numerous personality factors other than intelligence such as emotionality, mativation, etc. would take part in the human activity. Therefore, the current educational evaluative processes carried cut in the junior high schools, nowadays, have to be explained in terms of various personality factors as well as intelligence. This study is designed to explore the significance of personality factors in predicting school marks and detect the variables which are present in scholastic evaluation in the junior high school. The subjects were 240 (1st grabe 120, 2nd grade 120) at Hyo-Sung Girls’ High School in Daegu. Their ages ranged from 16 to 17. The testa used were as follows: The intelligence diagnostic diagnostic test (Form 121-가) standardized by Prof Sang Loh, Lee, and personality diagnostic test (Form 571) made by Prof. Sang Loh, Lee, Chang Jin, Byun, wee Kyo, Chin The personality diagnostic test contains mine factors in descriptive scales: Emotional stability, Dominance, Sociability, Responsibility, Reflectiveness, Conformity, Masculinity, Impulsiveness, Superiority. And also it contains five personality factors in clinical scales: Depression, Anxiety, Paranoid tendency, Autism, Nervousness. The tests were administered in Sep. 10-0 ct. 20, 1975 in groups. IN order to get the criteria of scholastic achievement, the gross mean of the girl’s school achievement in the 1st semester of 1975 achievement, test scores for such group were statistically analyzed in terms of correlation method and CR test techniques respectively. On the basis of the findings and discussion based on the research, it could be concluded that : 1. Intelligence affects scholastic achievement. 2. Of the personality factors, dominainance, responsibility. reflectiveness, masculinity, superiolity, affects scholastic achievement. 3. There was no difference in personality factors except "reflectiveness" in relation betweness" in relation between 2nd and 1st grade.
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