Student Success Profile

Powered by the CPI 260®

First, some history

The first California Psychological Inventory™ (CPI™) assessment was developed in the 1950’s by Harrison Gough — leading to the establishment of our founding company CPP, Inc (now The Myers-Briggs Company).

Built upon rigorous validity and reliability measures, the CPI 260® assessment which gives usable, objective insights through its predictive nature, was created years later. Its purpose is to give leaders an opportunity to learn about themselves in terms of their strengths and style, and then to see how they are tracking in comparison to a group of high-potential on-track leaders who were part of the assessment’s sample norm group.

Essentially, it is meant to describe you as other knowledgeable people around you would—a crucial self-awareness benefit that other tools tend to sugar coat or simply omit.

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Assess and develop your strengths

The importance and predictive nature of personality doesn't start with a first job, so why wait? Derived from the CPI 260 assessment, the Student Success Profile is designed to help your students better understand their patterns of interacting with the world and how those patterns intersect with how they learn. The results examine three areas of personality that are related to academic success: how you respond to challenges (Growth Mindset), how you approach solving problems (Self-Sufficiency), and how you complete work (Task Completion).

What do students and schools get out of it?

Students can

  • Identify how they respond to challenges, work with others, and get work done.
  • Assess, understand, and maximize their strengths
  • Recognize weaknesses and improve with the coaching tips provided

Schools can

  • Analyze aggregate student data to understand learning trends
  • Immediately support students who may need help with their study habits
  • Have a scaffolding to talk through strengths and areas of concern for advisers
Occupational Theme Circular Chart

Student Success Profile + Academic Success

The CPI 260® Student Success Profile is designed to help students better understand themselves and how to become successful in school. The results are based on comparing their results with data gathered from people and leaders who achieved their goals. The results examine three areas of personality that are related to academic success: how you respond to challenges (Growth Mindset), how you approach solving problems (Self-Sufficiency), and how you complete work (Task Completion).




Growth Mindset

Responding to Challenges

Growth Mindset looks at how people respond to challenges. For example, do they see their mistakes as opportunities to grow and learn, or as dead-ends and failures?

Self-Awareness

People with high Self-Awareness are aware of their inner emotions, what motivates them, and how they interact with other people. They understand their strengths and weaknesses, but they usually see the good in life. People with high self-awareness often think about how they are doing with their work and school tasks.

Self-Confidence

Self-Confidence deals with whether people believe they can accomplish their goals. People who are self-confident trust in their abilities and judgment and seen as calm under stress.

Orientation Towards Self

This personality trait helps assess how a person views his or her accomplishments. At one end of the scale, a person may be described as unhappy and may feel inferior to others. At the other extreme individuals feel capable, confident, and tough.

Resilience

Resilience describes a person's ability to handle life's setbacks. People with high scores for Resilience will bounce back in the face of challenges. People with lower Resilience scores may not be willing to try again, especially with projects where they struggled.


Self-Sufficiency

Working With Others

Self-Sufficiency looks at the different ways people approach completing tasks and solving problems.

Independence

Independence looks at a people's ability to lead themselves and to work on their own. For example, some people seek support from others while other people want to accomplish tasks alone.

Achievement via Independence

Similar to Independence, Achievement via Independence looks at the type of structure people like to have when completing tasks. Some people like to be told what they need to do, while others like to plan their work without being told how to do it.

Work Orientation

Work Orientation identifies how people tend to complete tasks and assignments. Some people can be easily distracted and may miss deadlines. Other people stay on task in spite of distractions.


Task Completion

How Work Gets Done

How people complete work. Some people want structure to help them stay on track. Other people are motivated by time and pressure to complete tasks.

Responsibility

Responsibility indicates follow-through, organization and efficiency. People with lower scores may miss deadlines, struggle with details, and dislike routine work. Individuals with high responsibility are reliable and make sure to meet their obligations.

Self-Control

This personality characteristic describes self-regulation, self-control, and how impulsive people are. People with low self-control may see things from a superficial view and lack the follow through to get things done. People with higher scores are disciplined and have good attention to detail.

Flexibility

Flexibility describes how people handle new ideas, situations, and ways of doing things. People who score high on Flexibility quickly shift to new ways and new ideas. People with lower Flexibility scores prefer to use 'tried and true' ways to get things done.

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CPI Student Success Profile

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