Conscientiousness and Academic Performance: A Mediational Analysis

Conrad, Nicole; Patry, Marc W.

doi:10.20429/ijsotl.2012.060108

Cited by 59 publications

(43 citation statements)

References 50 publications

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“…Therefore, those children who score higher in intellect/imagination will get better academic results than those with lower scores. In the second case, conscientiousness relates to responsibility, persistence, trustworthiness, and being purposeful (Conrad and Patry, 2012). Children with high conscientiousness can develop a variety of effective learning strategies, which may be associated with higher academic performance in Mathematics.…”

Section: Discussionmentioning

confidence: 99%

Academic Achievement, Self-Concept, Personality and Emotional Intelligence in Primary Education. Analysis by Gender and Cultural Group

Herrera

Al-Lal²,

Mohamed

2020

Front. Psychol.

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A review of the scientific literature shows that many studies have analyzed the relationship between academic achievement and different psychological constructs, such as self-concept, personality, and emotional intelligence. The present work has two main objectives. First, to analyze the academic achievement, as well as the selfconcept, personality and emotional intelligence, according to gender and cultural origin of the participants (European vs. Amazigh). Secondly, to identify what dimensions of selfconcept, personality and emotional intelligence predict academic achievement. For this, a final sample consisting of 407 students enrolled in the last 2 years of Primary Education were utilized for the study. By gender, 192 were boys (47.2%) and 215 girls (52.8%), with an average age of 10.74 years old. By cultural group, 142 were of European origin (34.9%) and 265 of Amazigh origin (65.1%). The academic achievements were evaluated from the grades obtained in three school subjects: Natural Sciences, Spanish Language and Literature, and Mathematics, and the instruments used for data collection of the psychological constructs analyzed were the Self-Concept Test-Form 5, the Short-Form Big Five Questionnaire for Children, and the BarOn Emotional Quotient Inventory: Youth Version-Short. Based on the objectives set, first, the grades in the subject of Spanish Language and Literature varied depending on the gender of the students. Likewise, differences were found in self-concept, personality, and emotional intelligence according to gender. Also, the physical self-concept varied according to the cultural group. Regarding the second objective, in the predictive analysis for each of the subjects of the curriculum of Primary Education, the academic self-concept showed a greater predictive value. However, so did other dimensions of self-concept, personality and emotional intelligence. The need to carry out a comprehensive education in schools that addresses the promotion of not only academic but also personal and social competences is discussed. Also, that the study of the variables that affect gender differences must be deepened.

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Section: Discussionmentioning

confidence: 99%

Academic Achievement, Self-Concept, Personality and Emotional Intelligence in Primary Education. Analysis by Gender and Cultural Group

Herrera

Al-Lal²,

Mohamed

2020

Front. Psychol.

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“…Furthermore, researchers are only beginning to discover and understand which mediating factors underly the relationship between conscientiousness and academic performance and how they act on these variables (Conrad and Patry 2012). Thus, it is difficult to determine how mediating factors might have affected the results of this study and whether they are the reason the analysis did not yield statistically significant results.…”

Section: Hypothesismentioning

confidence: 92%

CCLEO: The Effect of Gender, Subjective Social Status and Big Five Personality Traits on Achievement and Attendance in a Lecture-Based Undergraduate Psychology Module

Hentschel¹

2019

Preprint

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Background: Whilst intelligence has long been known to influence academic success, many other factors also have an effect. Identifying and understanding which factors influence academic performance and engagement is vital for improving higher education teaching.Purpose: The purpose of this study was to investigate the relationship between two sets of variables. Set 1 consisted of grades and attendance and set 2 consisted of gender,subjective social status and the Big Five personality factors.Methods: For this reason, 47 undergraduate psychology students (89.4% female) were recruited at the University of Bradford. Participants filled out an online questionnaireconsisting of the Big Five Inventory, the MacArthur Scale of Subjective Social Status and a question regarding gender. Grade and attendance data for one university module wereobtained from the university data archive. A canonical correlation analysis was carried out on SPSS.Results: Neither of the canonical functions were found to be significant. The results indicated that there were no significant relationships between set 1 (grades and attendance) and set 2 (gender, subjective social status and personality factors).Conclusion: These results did not confirm the hypotheses and contradict previous research. However, it is likely that the small sample size and imbalance of gender in the sample influenced, if not caused these findings. The implications of this study and considerations for future research are discussed.

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“…Spomedzi piatich dimenzií definovaných v teórii Big Five je s akademickým výkonom tradične spájaná iba svedomitosť (Conrad & Patry, 2012). Svedomitosť (conscientiousness) predstavuje dôkladnosť a sebadisciplínu a je spájaná so snahou o dosahovanie úspechu (McCrae & Costa, 1987) a zvládaním zameraným na problém (Bartley & Roesch, 2011).…”

Section: Individuálne Predpoklady Porušovania Noriemunclassified

“…Cieľom prezentovanej štúdie bola analýza komplexných vzťahov pravdepodobnosti sformovania zámeru porušiť normu v akademickej oblasti za účelom dosiahnutia cieľa s vybranými individuálnymi predpokladmi a prvkami morálnej sebaregulácie a odhadnúť efekt týchto vzťahov na pravdepodobnosť vytvorenia zámeru podvádzať v akademickom prostredí. Medzi individuálne faktory sme na základe preštudovanej literatúry zaradili machiavelistickú osobnostnú orientáciu a svedomitosť ako najviac diskutovaný faktor osobnosti v spojitosti s akademickým výkonom (Conrad & Patry, 2012), v rámci prvkov morálnej sebaregulácie sme pracovali s morálnou identitou, morálnymi výpadkami pri podvádzaní a sebaoprávňovaním pri dosahovaní cieľa.…”

Section: Diskusiaunclassified

Individuálne faktory a faktory morálneho self ako predpoklady porušovania noriem v akademickej sfére

Čopková¹,

univerzita²,

Semanová³

et al. 2020

E-psychologie

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AbstraktVýskumná štúdia nadväzuje na výskum zaoberajúci sa identifikáciou signifikantných prediktorov neetického správania uskutočneného za účelom dosiahnutia cieľa (Čopková, Matyiová, & Bartko, 2017). Cieľom prezentovanej štúdie bola analýza komplexných vzťahov pravdepodobnosti sformovania zámeru porušiť normu v akademickej oblasti za účelom dosiahnutia cieľa a premenných predstavujúcich jeho potenciálne predpoklady. Analyzované boli dáta od vzorky 154 vysokoškolských študentov vo veku od 18 do 25 rokov (Mvek = 21,57, SD = 1,76), 80,5 % tvorili ženy; 19,5 % muži. Analýzou komplexných vzťahov prostredníctvom modelovania štrukturálnymi rovnicami bol preukázaný priamy pozitívny efekt personálneho normatívneho presvedčenia, nepriamy negatívny efekt svedomitosti a nepriame pozitívne efekty machiavelizmu, morálnych výpadkov pri akademickom podvádzaní a sebaoprávňovania v dosahovaní cieľa na pravdepodobnosť sformovania zámeru porušiť normu za účelom dosiahnutia cieľa. AbstractThe research study follows the study focused on the identification of significant predictors of non-ethical behavior in a goal directed behavior (Čopková, Matyiová, & Bartko, 2017). The aim of the current study was the analysis and significance verification of wider connections and relations of probability of behavioral intention´s to violate norm in order to attain academic goal. 154 Slovak university students have participated in the study (80,5 % women; Mage = 21,57; SD = 1,76). Using structural equations, the direct positive effect of personal normative belief, indirect negative effect of conscientiousness, indirect positive effect of Machiavellianism, moral disengagement about cheating and self-licensing in goal attainment on a probability of behavioral intention´s to violate norm in order to attain academic goal formation were identified.

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Conscientiousness and Academic Performance: A Mediational Analysis

Abstract: Patterns of response to an approaches to studying inventory across contrasting groups and contexts. European

Cited by 59 publications

References 50 publications

Academic Achievement, Self-Concept, Personality and Emotional Intelligence in Primary Education. Analysis by Gender and Cultural Group

Academic Achievement, Self-Concept, Personality and Emotional Intelligence in Primary Education. Analysis by Gender and Cultural Group

CCLEO: The Effect of Gender, Subjective Social Status and Big Five Personality Traits on Achievement and Attendance in a Lecture-Based Undergraduate Psychology Module

Individuálne faktory a faktory morálneho self ako predpoklady porušovania noriem v akademickej sfére

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