How is personality related to intelligence and achievement? A replication and extension of Borghans et al. and Salkever

Lechner, Clemens M.; Danner, Daniel; Rammstedt, Beatrice

doi:10.1016/j.paid.2017.01.040

Cited by 54 publications

(104 citation statements)

References 11 publications

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“…The overall criterion of the BFI-10 validity is similar to, and sometimes exceeds, that of longer inventories, and it accurately replicates metaanalytically derived relationships with performance criteria (Rammstedt & John, 2007;Thalmayer, Saucier, & Eigenhuis, 2011). Moreover, previous research using the BFI-10 in secondary school students in NEPS (Lechner et al, 2017) demonstrates that its five dimensions show essentially the same patterns of associations with academic performance that previous meta-analyses have established (e.g., Poropat, 2009). Supplementary Table A1 shows the full wording of all items, along with their loadings on the Big Five domains.…”

Section: Personalitysupporting

confidence: 70%

“…On the other hand, low Emotional Stability may entail a higher fear of failure, thereby increasing exam preparation and enhancing performance (Rosander, Bäckström, & Stenberg, 2011). Finally, Extraversion, which has small and mostly negative relationships with performance (Lechner et al, 2017;Poropat, 2009), may distract students from school tasks and increase procrastinating behavior (Lubbers et al, 2010). However, Extraversion may also foster academic performance by sustaining energy and motivation (De Feyter et al, 2012) and by facilitating a positive learning approach (De Raad & Schouwenburg, 1996).…”

Section: Previous Research On Cognitive Ability Personality and Amentioning

confidence: 99%

“…At Wave 2, students took a short 12-item matrices test (NEPS-MAT). Matrices tests are the single best indicator of reasoning or fluid intelligence (Nisbett et al, 2012), which ranks among the strongest predictors of academic performance identified in previous research (Deary et al, 2007;Lechner et al, 2017). NEPS-MAT was developed and validated specifically for use in NEPS; it is based on Raven's Standard Progressive Matrices (for further information, see Haberkorn & Pohl, 2013).…”

Section: Cognitive Abilitymentioning

confidence: 99%

“…The associations of cognitive ability and personality with academic performance vary somewhat across different measures of academic performance. Whereas cognitive ability has emerged as the best predictor of standardized achievement test scores, personality traits are typically more strongly related to school grades (Borghans et al, ; Lechner et al, ; Spinath et al, ). One reason for this is that school grades (in contrast to objective tests) contain teachers' subjective evaluations of students' learning and classroom behavior (Spengler, Lüdtke, Martin, & Brunner, ).…”

Section: Introductionmentioning

confidence: 99%

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Personality, cognitive ability, and academic performance: Differential associations across school subjects and school tracks

Brandt

Lechner

Tetzner

et al. 2019

Journal of Personality

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Aim Personality traits and cognitive ability are well‐established predictors of academic performance. Yet, how consistent and generalizable are the associations between personality, cognitive ability, and performance? Building on theoretical arguments that trait–performance relations should vary depending on the demands and opportunities for trait expression in the learning environment, we investigated whether the associations of personality (Big Five) and cognitive ability (fluid intelligence) with academic performance (grades and tests scores) vary across school subjects (German and math) and across ability‐grouped school tracks (academic, intermediate, and vocational). Method Multiple group structural equation models in a large representative sample of ninth‐grade students (N = 12,915) from the German National Educational Panel Study (NEPS). Results Differential associations across school subjects emerged for cognitive ability, Emotional Stability, and Conscientiousness (math > German); and for Openness and Extraversion (German > math). Differential associations across school tracks emerged for cognitive ability, Conscientiousness (academic > intermediate > vocational) and Agreeableness (academic > intermediate > vocational). Personality traits explained more variation in academic performance in the academic than in the other tracks. Conclusion Most trait–performance relations varied across subjects, tracks, or both. These findings highlight the need for more nuanced and context‐minded perspective on trait–performance relations.

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Section: Personalitysupporting

confidence: 70%

Section: Previous Research On Cognitive Ability Personality and Amentioning

confidence: 99%

Section: Cognitive Abilitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Personality, cognitive ability, and academic performance: Differential associations across school subjects and school tracks

Brandt

Lechner

Tetzner

et al. 2019

Journal of Personality

Self Cite

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show abstract

“…However, research shows that non-intellectual aspects match and even outdo IQ measures when predicting academic performance (e.g. Duckworth, & Seligman, 2005;Lechner, Danner, & Rammstedt, 2017;Poropat, 2009;Trapmann, Hell, Hirn, & Schuler, 2007). More importantly, when comparing intellectual variables with non-intellectual variables in the long term, the predictive power of the former over success out of school, is weak (Sternberg, Wagner, Williams, & Horvath, 1995).…”

Section: Introductionmentioning

confidence: 99%

Academic Achievement of College Students: The Role of the Positive Personality Model

Iglesia

Solano

2019

PEC

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This research aimed at testing an explicative model of academic achievement of college students. Positive personality traits were hypothesized as the main predictors. Mental health and academic adjustment were tested as mediator variables. This model intended to reflect the main hypothesis that academic achievement is multi-determined and non-intellectual variables play an important role in explaining it. Sample was composed of 256 college students of different majors. The results obtained highlighted the importance of differentiating subjective and objective academic achievement in terms of academic adjustment (AA) and grade point average (GPA), respectively. The explicative model that included positive traits as background variables confirmed the mediating role of mental health and AA in explaining GPA. Sprightliness was the most important predictor of academic achievement in comparison to the other positive traits studied. It is concluded that positive personality traits play an important role in academic outcomes. Keywords: academic adjustment, academic achievement, personality traits, positive traits.

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Cognitive ability or motivation, or both: An integrative path analysis of the interplay between two key factors in academic achievement

Dadandı,

Yazıcı

2024

British Educational Res J

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While the individual roles of general cognitive ability and motivation in predicting academic achievement are well established, how they interact with one another and the extent of their combined effect on students' learning outcomes leave much to be explained. The present study investigates the relationships among general cognitive ability, selected motivational constructs (i.e., academic self‐efficacy, academic self‐concept, self‐esteem and student engagement) and academic achievement within a structural model. A total of 346 (M = 52%, F = 48%; Mage = 12.98 ± 0.98) middle school students completed Primary Abilities Test 6–8, Myself as A Learner Scale, Academic Self‐Efficacy Scale, School Short‐Form of the Coopersmith Self‐Esteem Inventory and Student Engagement Scale. Path analysis revealed that general cognitive ability had a direct effect on academic achievement and significant indirect effects on academic achievement through academic self‐efficacy, as well as on student engagement through both academic self‐efficacy and academic self‐concept. Moreover, academic self‐efficacy had significant direct effects on both academic achievement and student engagement. Additionally, self‐esteem and academic self‐concept had significant direct effects on student engagement, as well as indirect effects on both academic achievement and student engagement through academic self‐efficacy. The present study contributes to the understanding of dynamics between cognitive and motivational variables in shaping academic achievement and provides valuable insights for educators and policymakers to develop effective pedagogical designs and strategies for improving student learning outcomes.

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How is personality related to intelligence and achievement? A replication and extension of Borghans et al. and Salkever

Cited by 54 publications

References 11 publications

Personality, cognitive ability, and academic performance: Differential associations across school subjects and school tracks

Personality, cognitive ability, and academic performance: Differential associations across school subjects and school tracks

Academic Achievement of College Students: The Role of the Positive Personality Model

Cognitive ability or motivation, or both: An integrative path analysis of the interplay between two key factors in academic achievement

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