title: Examination performance and graphological analysis of students' handwriting.
abstract: Research has yielded mixed support for graphological claims. The present study was designed to see whether specific components of students' handwriting were related to personality traits associated with achievement in written examinations. If aspects were identified that could be used to predict future academic performance, the findings would not only be of interest to graphologists but would be invaluable to both student and tutor in a teaching environment. In a blind trial, 100 handwriting samples from first-year scripts were analysed for the presence or absence of 12 graphological characteristics deemed to be relevant for academic performance, and each of these aspects was tested for association with the grade points awarded. Statistically significant differences were found for two of the 12 characteristics: "carefulness" and "constancy." Also, measurements of individual letters indicated that consistent slant was significantly associated with high grade points, whereas upright or mixed writing was not. These attributes appeared to be generally related to readability and aesthetic quality. Although such aspects might influence the grading of scripts by teachers, typed versions received similar grades to those awarded for the handwritten versions.
authors.affiliation: Department of Psychology, University College Northampton, England. mike.lowis@northampton.ac.uk
authors.forename: M J
authors.initials: MJ
authors.lastname: Lowis
authors.forename: S
authors.initials: S
authors.lastname: Mooney
mesh_terms: D000328:Adult; D004522:Educational Status; D005260:Female; D006236:Handwriting; D006801:Humans; D008297:Male; D008875:Middle Aged; D010552:Personality Assessment / Q000706:statistics & numerical data; D011386:Projective Techniques / Q000706:statistics & numerical data; D011594:Psychometrics; D015203:Reproducibility of Results; D013334:Students / Q000523:psychology*