A possible model for understanding the personality‐intelligence interface

Chamorro‐Premuzic, Tomas; Furnham, Adrian

doi:10.1348/000712604773952458

Cited by 188 publications

(160 citation statements)

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“…Personality traits and intellectual abilities have traditionally been seen as largely distinct domains. More recently, however, there is a renewed scientific interest concerning the relation between personality and intelligence as reflected by a growing number of research studies (Ackerman & Heggestad, 1997;Chamorro-Premuzic & Furnham, 2004). One particular personality trait that has been suggested to lie at the core of a possible personality-intelligence link is Openness to Experience, which reflects a person's willingness to explore, consider, and tolerate new experiences, ideas, and feelings.…”

Section: Openness To Experience Fluid Intelligence and Crystallizedmentioning

confidence: 99%

Openness to Experience, fluid intelligence, and crystallized intelligence in middle-aged and old adults

Zimprich

Allemand

Dellenbach

2009

Journal of Research in Personality

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Section: Openness To Experience Fluid Intelligence and Crystallizedmentioning

confidence: 99%

Openness to Experience, fluid intelligence, and crystallized intelligence in middle-aged and old adults

Zimprich

Allemand

Dellenbach

2009

Journal of Research in Personality

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“…While the Big Five concept is empirical rather than a theory of personality (Srivastava, 2010), good reliability and consistency has been reported (de Raad & Schouwenburg, 1996;John et al, 2008). Chamorro-Premuzic & Furnham (2004) found that personality attributes measured using the big five construct accounted for up to 30% of the variance in academic performance at tertiary level education. There is a consensus across studies that conscientiousness is the best personality-based predictor of academic performance (O'Connor & Paunonen, 2007;Swanberg & Martinsen, 2010;Trapmann et al, 2007).…”

Section: Gqmentioning

confidence: 99%

“…There is a consensus across studies that conscientiousness is the best personality-based predictor of academic performance (O'Connor & Paunonen, 2007;Swanberg & Martinsen, 2010;Trapmann et al, 2007). Many researchers have cited conscientiousness as compensating for lower cognitive intelligence (see Chamorro-Premuzic & Furnham, 2004, and it is a consistent predictor of academic performance across assessment type (Allick & Realo, 1997;Kappe & van der Flier, 2010;Shute & Ventura, 2013).…”

Section: Gqmentioning

confidence: 99%

“…Research into personality traits, specifically the BIG 5 factors of openness, conscientiousness, extroversion, agreeableness, and neuroticism, and their impact on academic achievement in tertiary education, suggests some personality factors are indicative of potential academic achievement (ChamorroPremuzic & Furnham, 2004De Feyter et al, 2012). For example conscientiousness, which is associated with persistence and self-discipline (Chamorro-Premuzic & Furnham, 2004), is correlated with academic performance, but not with IQ, suggesting conscientiousness may compensate for lower ability (Chamorro-Premuzic & Furnham, 2008). Openness, which is associated with curiosity, can be indicative of a deep learning style (Swanberg & Martinsen, 2010).…”

Section: Introductionmentioning

confidence: 99%

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A Review of Psychometric Data Analysis and Applications in Modelling of Academic Achievement in Tertiary Education

Gray¹

2014

Learning Analytics

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Increasing college participation rates, and diversity in student population, is posing a challenge to colleges in their attempts to facilitate learners achieve their full academic potential. Learning analytics is an evolving discipline with capability for educational data analysis that could enable better understanding of learning process, and therefore mitigate these challenges. The outcome from such data analysis will be dependent on the range, type, and quality of available data and the type of analysis performed. This study reviewed factors that could be used to predict academic performance, but which are currently not systematically measured in tertiary education. It focused on psychometric factors of ability, personality, motivation, and learning strategies. Their respective relationships with academic performance are enumerated and discussed. A case is made for their increased use in learning analytics to enhance the performance of existing student models. It is noted that lack of independence, linear additivity, and constant variance in the relationships between psychometric factors and academic performance suggests increasing relevance of data mining techniques, which could be used to provide useful insights on the role of such factors in the modelling of learning process.

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“…According to that model, individual differences can be conceptualized according to five basic dimensions: extraversion (E), neuroticism (N), openness to experience (O), agreeableness (A), and conscientiousness (C). Of the five, conscientiousness represents the dimension with higher consensus among researchers concerning its predictive value to academic performance (Bauer & Liang, 2003;Chamorro-Premuzic & Furnham, 2004, 2008Connor & Paunonen, 2007;Furnham, ChamorroPremuzic, & McDougall, 2002;Phillips, Abraham, & Bond, 2003). The remaining domains of personality are more controversial regarding their impact.…”

Section: Introductionmentioning

confidence: 99%

The relationship of personality, study practice and learning environments on excelent engineering students

Monteiro

Almeida

Cruz

et al. 2015

Análise Psicológica

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In the present study, a group of high-achieving students is characterized, and the relationship between personality traits, study practices and learning environments is explored. Thirty three engineering students with outstanding academic achievement were assessed using a mixed method approach, consisting of a semi-structured interview and two questionnaires: the NEO-PI-R (Portuguese version) and the Study Skills Scale. The resulting data indicates a convergence between qualitative and quantitative data, associating study practices with personality traits, namely consciousness and deep approach to learning and learning motivation. Participants also revealed to be work oriented, selfdisciplined, determined and highly involved with their academic work.Key words: Academic excellence, Personality, Study practice, Learning environment. IntroductionOver the past decades, a significant amount of research concerning learning and academic achievement in higher education has been developed. Such endeavour seems to result, at least in part, from the need to deal with global changes occurring in higher education in Europe. The democratization of the access to higher education led to an increasing heterogeneity of students. As a result, it became more and more important to understand the individual differences of students, such as psychological characteristics and study skills, in particular of those students who reach high achievement levels. As Shushok and Hulme (2006) state, "if you want to produce excellence, you have to study excellence. Consequently, I shifted my focus to try to understand what made top achievers tick" (p. 5).The concept of excellence, which translates the idea of superior performance in a specific field, has been studied through different approaches in the literature. Each approach presents a specific key-concept according to its respective framework; some approaches give emphasis to the psychological characteristics of excellent individuals, others are mainly focused on the behaviors and contexts of practice related with outstanding performance. There is also some divergence regarding the identification criteria, with some authors considering the performance or achievement situations (e.g., Araújo, Cruz, & Almeida, 2009;Pearse, 2000;Sękowski & Siekańska, 2008;Taylor, Gould, & Rolo, 2008), and other authors stressing the concept of talent or potential, and using cognitive measures such as the IQ (e.g., Gagné, 2004;Heller, 2004) Therefore, there is still some controversy in relation to the factors determining outstanding performance: on the one hand, there are authors who defend the role of deliberate practice and 97A correspondência relativa a este artigo deverá ser enviada para: Leandro Almeida, Departamento de Psicologia, Instituto de Educação e Psicologia, Universidade do Minho, Campus de Gualtar, 4710 Braga, Portugal. E-mail: leandro@iep.uminho.pt training (Ericsson, Nandagopal, & Roring, 2009;Nandagopal & Ericsson, 2012); on the other hand, there are authors who emphasize the role of several pers...

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A possible model for understanding the personality‐intelligence interface

Cited by 188 publications

References 76 publications

Openness to Experience, fluid intelligence, and crystallized intelligence in middle-aged and old adults

Openness to Experience, fluid intelligence, and crystallized intelligence in middle-aged and old adults

A Review of Psychometric Data Analysis and Applications in Modelling of Academic Achievement in Tertiary Education

The relationship of personality, study practice and learning environments on excelent engineering students

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