A meta‐analysis of adult‐rated child personality and academic performance in primary education

Abstract

Conscientiousness and Openness had two of the strongest correlations with academic performance yet reported, comparable with previous meta-analytic correlations of academic performance with instructional quality, cognitive ability, and feedback. The FFM appears to be valid for educational research with children. Openness, which has no counterpart in models of children's temperament, should be further researched with children. Future research should examine the measurement of childhood personality, its relationship with intelligence, the extent to which it is malleable in primary education, and its causal relationship with academic performance.

Effects of Tennis Training on Personality Development in Children and Early Adolescents

“…Studies on the effects of sport on personality have shown that it facilitates personal discipline and increases courage (Küç ük & Koç , 2015). There is a strong relationship between the academic success of middle school children and the personality trait of sense of responsibility (Poropat, 2009;Poropat, 2014), and it appears that physical education and sporting activities help middle school-aged children develop a sense of responsibility (Akıncı, 2007).…”

“…These include validity of data collection tools and their personality assessment correlations, as well as conceptual problems related to personality, self-assessment and ongoing development (Poropat, 2014).…”

“…In another study assessing the effect of physical education training on 11-13 year olds, one of the four factors deemed to have a determining influence on student status was personality (Brock, Rovegno & Oliver, 2009). A meta-analysis by Poropat (2009Poropat ( : 2014 showed a relationship between personality and academic success.…”

Personality and Educational Outcomes

“…The first systematic review of correlations with educational outcomes that was organized on the basis of the FFM was presented by Hough et al (1990), but this has recently been followed by more rigorous and exhaustive reviews (Poropat, 2009(Poropat, , 2014aRichardson et al, 2012). Collectively, these have demonstrated that personality has reliable and important associations with educational outcomes.…”

“…The FFM factor of the same name has been reported as having the strongest correlation with educational outcomes, ranging from grades (Hough et al, 1990;Poropat, 2009Poropat, , 2014aRichardson et al, 2012), to workplace-learning achievements (Barrick et al, 2001), and within educational settings there has been more research on conscientiousness than any other personality variable (Poropat, 2009(Poropat, , 2014aRichardson et al, 2012).…”