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Abstract
This study investigated why some students of average to above‐average mathematical ability succeed in algebra, while others do not. The influence of personality traits on algebra achievement was investigated. Explicitly, the traits studied were psychological type as determined by the Myers—Briggs Type indicator, and the level of type A behaviour as determined by a rating scale developed by Bortner. Also investigated were attitudinal influences on algebra achievement levels. Results revealed no significant differences in algebra achievement levels due to personality traits. Significant correlations were found between attitudinal measures and algebra achievement levels.
