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ALTHOUGH PEER RATINGS WERE NOT REGARDED AS vA!!r INDICATORS IN TrcT ,TV^!ES. rKUJECT DEMONSTRATES THAT PEER RATINGS OF PERSONALITY CAN BF HELPFUL IN CLARIFYING THE RELATIONSHIP BETWEEN PERSONALITY AND ACADINIC SUCCESS. TEST CONDITIONS WERE DESIGNED TO AVOID METHODOLOGICAL PROBLEMS. PERSONALITY VARIABLES WERE CAREFULLY ANALYZED, AND A FORCED-CHOICE PROCEDURE WAS ADOPTED. TEST SUBJECTS WERE CAPABLE OF EFFECTIVELY RATING ONE ANOTHER BECAUSE THEY INTERACTED FREQUENTLY. PEER RATINGS WERE COLLECTED BEFORE THE FIRST MIDTERM EXAMINATIONS IN ORDER TO PREVENT AN ACADEMIC PERFORMANCE BIAS. THE RESULTS OF RELIABILITY AND FACTOR ANALYTIC STUDIES PERFORMED ON PEER-RATING DATA DEMONSTRATED A POSTIVE RELATIONSHIP BETWEEN PERSONALITY AND ACADEMIC SUCCESS. THE STUDY SHOWS THAT PERSEVERANCE,
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Gene M. Smith (1967) studied this question.
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