The influence of conative types on the academic performance of a group of Franco-Albertan high school students
The primary goal of this exploratory study is to verify the influence of Kolbe's (1990) four conative types (Fact Finder/Follow Thru/Quick Start/Implementor) on school achievement. Sixty (60) Franco-Albertan subjects between the ages of 14 and 17 were recruited for this research. The recruitment took place in Edmonton at an outreach school for youth showing adaptation difficulties at school, and at a regular high school in the same city. To measure the conative types, we used the Kolbe Youth Index (KYI). The results showed an association between the conative type Fact Finder in the Initiate zone and a high level of school achievement while the conative type Quick Start in the same zone is linked to a low level of school achievement. Other results indicated a relationship between an average school achievement and the four conative types at variable levels in the zones (Prevent/Respond/Initiate).