Personality and Religion: Applying Cattell's Model among Secondary School Pupils LESLIE J. FRANCIS AND ROSAMUND BOURKE University of Wales, Bangor A sample of 1,070 secondary school pupils between the ages of eleven and eighteen years completed the High School Personality Questionnaire alongside the Francis Scale of Attitude toward Christianity. The data demonstrate that religiosity is signifi- cantly correlated with five of the fourteen personality factors and with two of the four second-order factors. A positive attitude toward Christianity is associated with high scores on factor G (conformity), factor I (tendermindedness) and factor Q3 (self disci- pline), and low scores on factor E (submissiveness), factor F (sobriety), second-order factor of extraversion (indicating a relationship with introversion), and second-order factor of tough poise (indicating a relationship with emotionality). INTRODUCTION In their classic review of empirical research in the psychology of religion, Argyle and Beit-Hallahmi (1975) concluded that: A number of carefully conducted studies with large numbers of subjects have investigated the correlations between religious beliefs or behaviours and famil- iar personality traits. In most of these studies very little relationship was found between religion and personality .... It appears that relations between religiosity and general personality traits are weak. Two decades later, in their updated review of empirical research, Beit-Hallahmi and Argyle (1997) adopted a much more positive view about the findings derived from empirical studies concerned with the relationship between personality and religion. This revised conclusion was based on the findings of one research tradition, spanning over thirty years, which had set out to locate individual differences in religiosity within Eysenck's dimensional model of personality (Eysenck & Eysenck, 1985). Starting with Siegman (1963), this research tradition was carded forward by a number of other stud- ies, including: Stanley (1963, 1964); Nias (1973); Wilson and Brazendale (1973); Pearson and Sheffield (1976); Powell and Stewart (1978); Chlewinski (1981); Watson, Morris, Foster, and Hood (1986); Caird (1987); Johnson, Danko, Darvill, Bochner, Bowers, Huang, Park, Pecjak, Rahim, and Pennington (1989); Egan (1989); Robinson (1990); Heaven (1990); Biegel and Lester (1990); Chau, Johnson, Bowers, Darvill, and Danko (1990); Francis and Katz (1992); Svensen, White, and Caird (1992); Gibson (1995); Current Psychology: Developmental, Learning, Personality, Social. Summer 2003, Vol. 22, No. 2, pp. 125-137.