Paul Thompson

Publication Date


Advisor(s) - Committee Chair

Harry Robe, Carl Martray, Leroy Metze


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Degree Program

Department of Psychology

Degree Type

Master of Arts


The relationship between impulsive-reflective pupil style, intelligence and teacher perception were examined using 70 fifth grade pupils in a south central Kentucky school system. A modification of the scoring techniques on the Matching Familiar Figures Test was utilized to determine student impulsivity and reflectivity. In addition each student was individually administered the Peabody Picture Vocabulary Test. The student’s teachers completed the Teacher Semantic Differential which measures social conformity, sociability, and competence. Reflective students were seen as socially conforming, r=.33, p=.017. Intelligence was highly correlated with teacher perception of student competence, r=.42, p<.001, and the ability to be sociable, r=.31, p=.004. The three factors of the Teacher Semantic Differential were highly correlated with each other suggesting that teacher perception is a general factor with subfactors accounting for little unique variance. No relationship was found between intelligence and the impulsive-reflective pupil style. It was found through multiple regression analysis that intelligence and the impulsive-reflective pupil style accounted for 19% of the variance in competence and 10% of the variance in sociability. Sex-linked differences were found with boys being more impulsive than girls, r=.41, p<.001. The results suggested that impulsive students were generally male and were seen as less socially conforming by their teachers.


Psychology | School Psychology | Social and Behavioral Sciences