The objectives of study were: (1) To find out the extent to which personality traits are related to academic achievement. (2) To find out how far values affect scholastic achievement. (3) To find out how far these variables (each personality characteristic and values) contribute to the prediction of scholastic achievement. (4) To compare the personality factors and values of high achievers and low achievers.

The Sample selected through Random Sampling Method comprised of 1200 Girls of Class X from different School of Chitrakoot Mandal.

An Indian adaptation of 16PF Questionnaire by Shanta Kumari Agarwal, SES Scale by S.P. Kulshrestha, and Jalota Group Test of General Mental Ability (JGTGMA) were used for data collection.

Normative Survey Method of Research was used by Researcher. 

The data were analyzed by using Coefficient of Correlation, Multiple Regression Analysis and CR.

The findings of study were: (1) Personality factors A, B, C, G, Q2 and Q3 are positively correlated with scholastic performance but factors I and Q4  are negatively correlated with scholastic performance and factor H is significantly correlated with scholastic performance. The remaining seven correlations are not significant and hence nothing definite can be said about their relationship with scholastic achievement. (2) When intelligence is held constant, personality trait of relaxed – tense is significantly negatively correlated with academic achievement. The other fifteen correlations are not significant and hence nothing definite can be said about their relationship with academic achievement. (3) Personality factors A and B are significantly related with academic achievement but factors I and Q4 are negatively related with academic achievement and factor C also contribute to academic achievement when Socio-Economic-Status is held constant. (4) Personality factors C and Q4 are negatively related with academic achievement when intelligence and Socio-Economic-Status are held constant. (5) Religious, educational, materialistic and social values of female subjects are significantly related with the academic achievement. Religious and social values are negatively correlated while educational and social values are positively correlated. (6) When intelligence is held constant, four values out of six values are significantly correlated with academic achievement, educational & social values are positively related whereas religious and materialistic values are negatively related. When Socio-Economic-Status held constant, the result is the same as it was in the case when intelligence was controlled. Only magnitude of correlation has been altered. Education and social values are related positively whereas the religious and materialistic values are related negatively. (7) Values also influence academic attainment even if Socio-Economic-Status and intelligence are held constant. Since educational and social values contribute in positive direction whereas religious and materialistic values contribute in negative direction. (8) Out of 22 independent variables (16PF and 6 values) of female subjects, only five predict significantly the academic achievement. These significant variables are the personality traits of reserved – outgoing’, expedient – conscientious’, trusting – suspicious’, conservative – experimenting’ and group dependent – self sufficient’ (9) High achievers are out–going, more intelligent, conscientious, venturesome, experimenting, self sufficient and controlled where as low achievers are reserved, less intelligent, expedient, shy, conservative, group dependent and undisciplined. (10) High achievers are tough – minded and tension free whereas low achievers are tender – minded and anxiety – ridden. (11) High achievers are more educational and social and less religious.