The authors thank Dr. Om Rustgi for his help in collecting data.
Success in everyday physics: The role of personality and academic variables*
Version of Record online: 12 APR 2002
Copyright © 2002 Wiley Periodicals, Inc.
Journal of Research in Science Teaching
Volume 39, Issue 5, pages 394–409, May 2002
How to Cite
Norvilitis, J. M., Reid, H. M. and Norvilitis, B. M. (2002), Success in everyday physics: The role of personality and academic variables. J. Res. Sci. Teach., 39: 394–409. doi: 10.1002/tea.10028
- Issue online: 12 APR 2002
- Version of Record online: 12 APR 2002
- Manuscript Accepted: 17 OCT 2001
- Manuscript Received: 25 JAN 2001
Two studies examined students' intuitive physics ability and characteristics associated with physics competence. In Study 1, although many students did well on a physics quiz, more than 25% of students performed below levels predicted by chance. Better performance on the physics quiz was related to physics grades, highest level of math taken, and students' perceived scholastic competence, but was not related to a number of other hypothesized personality variables. Study 2 further explored personality and academic variables and also examined students' awareness of their own physics ability. Results indicate that the personality variables were again unrelated to ability, but narcissism may be related to subjects' estimates of knowledge. Also, academic variables and how important students think it is to understand the physical world are related to both measured and estimated physics proficiency. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 394–409, 2002