Estudio correlacional que identifica las dimensiones de personalidad, el tipo de ansie-dad y las características sociodemográticas de alumnos de un centro preuniversitario. Se trabajó con 31 R participantes de ambos sexos (43.8% mujeres y 56.2% hombres), que entre 16 y 19 años. Se los evaluó con los siguientes instrumentos: (a) NEO PI-R de Costa y McCrae (1992), (b) Inventario de Ansiedad Estado-Rasgo de Spielberger (IDARE, 1975) y (e) reporte de los tutores. Los resultados confirman la presencia de una estructura factorial básica de cinco dimensiones. Asimismo, revelan correlaciones significativas entre el C.l., características de personalidad asociadas al factor concien-cia e ingreso a la universidad. Entre las facetas que correlacionan con el ingreso desta-ca la autodisciplina. Finalmente, se discuten los resultados.

The correlations among personality, academic performance and other variables in 170 university students were studied, using two instruments validated into the population: the NEOPJ-R, and the EPPS. Other variables as age, study level, self perception of academic achievement and self perception of motivation, and sources of support were included. Jt was confirmed the reliability and validity of both tests and the correlations between them. The results showed associations among academic performance and conscientiousness, endurance,change, and aggression. The academic performance was better explained by achievements triving, deliberation, change, self perception of academic achievement and age.

This correlational study identifies personality dimensions, type of anxiety and sociodemographic characteristics of students from a preuniversity center. 1t was conducted with 318 participants of both sexes (43.8% female and 56.2% male) whose ages range from 15 to 19 years old. They were assessed with the following instruments: Costa and McCrae's Persona1ity lnventory NEO PI-R (1992), Spielberger's State-Trait Anxiety lnventory (STAI, 1975) and tutors' reports. Results confirm the presence of a basic factor structure of five dimensions: Likewise, they also reveal significant correlations among Intellectual Quotient (IQ). personality characteristics related to Conscientiousness factor and admission to university. Self-discipline stands out among the facets that correlate with admission. Finally, results are discussed.

Se investigó la relación entre personalidad, rendimiento académico y otras variables en 170 universitarios, mediante dos instrumentos validados para esta población: el NEO PI-R de Costay McCrae y el EPPS de Edwards4• Se consideró las variables edad, ciclo académico, percepcióndel rendimiento, de la propia motivación para estudiar, y fuentes de apoyo. Se confirmo la validez y confiabilidad de ambas pruebas y sus respectivas correlaciones. Se encontraron asociaciones entre el rendimiento y conciencia, perseverancia, cambio y agresión. El rendimiento fue mejor explicado por la aspiraciones de logro, reflexión, cambio, percepción del rendimientoy edad del estudiante.

The correlations among personality, academic performance and other variables in 170 university students were studied, using two instruments validated into the population: the NEOPJ-R, and the EPPS. Other variables as age, study level, self perception of academic achievement and self perception of motivation, and sources of support were included. Jt was confirmed the reliability and validity of both tests and the correlations between them. The results showed associations among academic performance and conscientiousness, endurance,change, and aggression. The academic performance was better explained by achievements triving, deliberation, change, self perception of academic achievement and age.

This correlational study identifies personality dimensions, type of anxiety and sociodemographic characteristics of students from a preuniversity center. 1t was conducted with 318 participants of both sexes (43.8% female and 56.2% male) whose ages range from 15 to 19 years old. They were assessed with the following instruments: Costa and McCrae's Persona1ity lnventory NEO PI-R (1992), Spielberger's State-Trait Anxiety lnventory (STAI, 1975) and tutors' reports. Results confirm the presence of a basic factor structure of five dimensions: Likewise, they also reveal significant correlations among Intellectual Quotient (IQ). personality characteristics related to Conscientiousness factor and admission to university. Self-discipline stands out among the facets that correlate with admission. Finally, results are discussed.

The present study tries to demonstrate the utility of the Rorschach Psychodiagnostic Test as an instrument that permits to assess personlality ( quantitatively and qualitatively) in specific groups. The test was administered to 1200 subjects of both sexes between 19 and 38 years that were requesting admission to an Institution or work promotion. The content analisis shows similarities and differences between groups according to sex, age and cultural leve!, which seems to identify more differences.

The present study tries to demonstrate the utility of the Rorschach Psychodiagnostic Test as an instrument that permits to assess personlality ( quantitatively and qualitatively) in specific groups. The test was administered to 1200 subjects of both sexes between 19 and 38 years that were requesting admission to an Institution or work promotion. The content analisis shows similarities and differences between groups according to sex, age and cultural leve!, which seems to identify more differences.

The purpose of the study was the adaptation of the MIPS (1994) toa population of 390 university students of Lima ( 188 men and 202 women). The inventory was adapted to the Spanishs poken in Peru. The psychometrical analysis revealed a reliability index of .70 as well as astructural internal validity. Most of the scales presented acceptable levels of internal consistency.The comparison with the studies carried out in Spain and USA showed that the levels of internal-consistency were similar to those found in the Spanish population and slightly below tothose found in the North American population. The analysis of the differences between the averages in each one of the se al es indicated greater discrepancies between the Peruvian populationand the Spanish, than between the Peruvian popular ion and the Nonh American.

El objetivo del estudio fue la adaptación del MIPS ( 1994) a una población de 390 estudiantes universitarios de Lima (188 hombres y 202 mujeres). Se adaptó la prueba al castellano hablado en elPerú. El análisis psicométrico mostró un índice de confiabilidad promedio de . 70 y una validez internaestructural. La mayoría de las escalas presentó niveles de consistencia interna aceptables. La comparación con los estudios realizados en España y EEUU mostró que la confiabilidad promedio es semejante a la hallada en la población española y ligeramente inferior a la norteamericana. Elanálisis de las diferencias entre los promedios en cada una de las escalas indicó mayores divergenciasentre la población peruana y la española que entre la población peruana y la norteamericana.

The purpose of the study was the adaptation of the MIPS (1994) toa population of 390 university students of Lima ( 188 men and 202 women). The inventory was adapted to the Spanishs poken in Peru. The psychometrical analysis revealed a reliability index of .70 as well as astructural internal validity. Most of the scales presented acceptable levels of internal consistency.The comparison with the studies carried out in Spain and USA showed that the levels of internal-consistency were similar to those found in the Spanish population and slightly below tothose found in the North American population. The analysis of the differences between the averages in each one of the se al es indicated greater discrepancies between the Peruvian populationand the Spanish, than between the Peruvian popular ion and the Nonh American.

The present study explores the relation between age, sex and socio-economical level in 1,019 children from 5 years to 1 O years, 11 months with the Bender Gestalt Test, using the Kippitz Developmental Scoring System. No significant differences were found according to sex or socio-economical level. Comparing the results with those of Koppitz, significant differences were found in 8 of the 12 groups studied. It was also found that the test is only developmental untill 9 years, just as Taylor & als. results.

The present study explores the relation between age, sex and socio-economical level in 1,019 children from 5 years to 1 O years, 11 months with the Bender Gestalt Test, using the Kippitz Developmental Scoring System. No significant differences were found according to sex or socio-economical level. Comparing the results with those of Koppitz, significant differences were found in 8 of the 12 groups studied. It was also found that the test is only developmental untill 9 years, just as Taylor & als. results.