College achievement, intelligence, personality, and emotion.

Flemming, Edwin G.

doi:10.1037/h0072176

Cited by 17 publications

(12 citation statements)

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“…Webb (1915) proposed the existence of a construct he labelled w, representing a will factor, which Spearman (1927) later argued sat alongside the general intelligence factor g as a contributor to academic ability. Consistent with this, research by Webb and others (e.g., Flemming, 1932) found that personality measures were correlated with academic performance. Unfortunately, early research was beset by inconsistent research findings and methodological problems.…”

Section: A Brief History Of Research On Personality and Academic Perfsupporting

confidence: 68%

A meta-analysis of the five-factor model of personality and academic performance.

Poropat

2009

Psychological Bulletin

1,978

153

1,860

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This article reports a meta-analysis of personality-academic performance relationships, based on the 5-factor model, in which cumulative sample sizes ranged to over 70,000. Most analyzed studies came from the tertiary level of education, but there were similar aggregate samples from secondary and tertiary education. There was a comparatively smaller sample derived from studies at the primary level. Academic performance was found to correlate significantly with Agreeableness, Conscientiousness, and Openness. Where tested, correlations between Conscientiousness and academic performance were largely independent of intelligence. When secondary academic performance was controlled for, Conscientiousness added as much to the prediction of tertiary academic performance as did intelligence. Strong evidence was found for moderators of correlations. Academic level (primary, secondary, or tertiary), average age of participant, and the interaction between academic level and age significantly moderated correlations with academic performance. Possible explanations for these moderator effects are discussed, and recommendations for future research are provided.

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Section: A Brief History Of Research On Personality and Academic Perfsupporting

confidence: 68%

A meta-analysis of the five-factor model of personality and academic performance.

Poropat

2009

Psychological Bulletin

1,978

153

1,860

View full text Add to dashboard Cite

show abstract

“…(Webb, 1915) proposed the existence of a construct he labeled w, representing a will factor, which (Spearman, 1927) later argued sat alongside the general intelligence factor g as a contributor to academic ability. Consistent with this, research by Webb and others (Flemming, 1932) found that personality measures were correlated with academic performance. Unfortunately, early research was beset by inconsistent research findings and methodological problems.…”

Section: Brief History Of Researches Done On Personality and Acadsupporting

confidence: 61%

The correlation of Personality Traits and Academic performance: A review of literature

Kumari¹

2014

IOSRJHSS

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The early researches on the relationship between personality and academic performance have aroused ambiguous conclusions, mainly because of the different theoretical bases and due to the use of variable research methodologies by the researchers. The acceptance of Factorial Models of personality and the new techniques in research has made the exploration of the correlation of personality traits and academic achievement easy. The Five Factor Model brought order to the previous "chaotic plethora" of personality measures. The present paper reviews the studies conducted using Five Factor Model of personality and explains the correlation between dimensions of personality and academic performance which in turn would help in selection of suitable candidates for higher studies and decrease "Drop Out" rate in colleges and universities.

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“…Webb (1915) and Spearman (1927), proposed factors such as "Will" and "General Intelligence" as the contributors for improved academic ability. Similarly, Flemming et al (1932) found that personality measures were indeed correlating with academic performance. Unfortunately, most of the early researches were plagued by inconsistent research findings and methodological discrepancies.…”

Section: Literature Reviewmentioning

confidence: 96%

A Study on Sub-Clinical Narcissistic Personality Score and Its Relationship with Academic Performance-An Indian Experience

Balaji¹,

Balasundaram²

2014

ASS

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Sub-clinical narcissism is the presence of narcissistic personality traits in otherwise normal people. People with high levels of these traits said to have inflated self-esteem and possibly a high egotism. A 40 itemed Narcissistic Personality Inventory is used to measure this type of personality traits. Those individuals who score above 20 points from the available 40 points of NPI-40 Inventory is considered to be having higher levels of Subclinical Narcissism and prone to exhibit socially dislikeable personality traits. This study tried to address the relationship between supposedly negative personality traits of Sub-clinical Narcissism using NPI-40 Score against past and present academic performance of a group of students in a Private University setup. The study included 202 participants from a Business School Division of a Private University. Analysis showed that only at the current academic levels of the respondents, NPI-40 scores were significantly correlating with their academic performance. Research implications are discussed.

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College achievement, intelligence, personality, and emotion.

Cited by 17 publications

References 0 publications

A meta-analysis of the five-factor model of personality and academic performance.

A meta-analysis of the five-factor model of personality and academic performance.

The correlation of Personality Traits and Academic performance: A review of literature

A Study on Sub-Clinical Narcissistic Personality Score and Its Relationship with Academic Performance-An Indian Experience

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