Intelligence, “Big Five” personality traits, and work drive as predictors of course grade

Lounsbury, John W.; Sundstrom, Eric; Loveland, James M.; Gibson, Lucy W.

doi:10.1016/s0191-8869(02)00330-6

Cited by 189 publications

(123 citation statements)

References 105 publications

(212 reference statements)

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“…These students may be better able to manage new learning essential to academic achievement (e.g., Vermetten, Lodewijks, & Vermunt, 2001;Zeidner & Matthews, 2000). Students high in openness and in agreeableness may be more likely to attend classes consistently (Lounsbury, Sundstrom, Loveland & Gibson, 2003) and those high in agreeableness may also show greater levels of cooperation with instructors. This could facilitate the process of learning (Lounsbury, Steel, Loveland, & Gibson, 2004;Vermetten, Lodewijks, & Vermunt, 2001).…”

Section: Personality Traitsmentioning

confidence: 99%

Psychological correlates of university students' academic performance: A systematic review and meta-analysis.

Richardson

Abraham

Bond

2012

Psychological Bulletin

2,622

204

2,167

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A review of 13 years of research into antecedents of university students' grade point average scores (GPA) generated: (i) a comprehensive, conceptual map of known correlates of tertiary GPA, (ii) assessment of the magnitude of average, weighted correlations with GPA and (iii) tests of multivariate models of GPA correlates within and across research domains. A systematic search of psycINFO and web of knowledge databases between 1997 and 2010 identified 7167 English language articles yielding 242 datasets reporting 50 conceptuallydistinct correlates of GPA including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually-overlapping but distinct research domains: (1) personality traits, (2) motivational factors, (3) self-regulatory learning strategies, (4) students' approaches to learning, and (5) psychosocial contextual influences. 1105 independent correlations were retrieved and data were analyzed using hypothesis-driven, random effects meta analyses. Significant average, weighted correlations were found for 41 of 50 measures.Univariate analyses revealed that demographic, and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and 'A' level scores. Four non-intellective constructs also showed medium-sized correlations with GPA, namely, need for cognition, academic selfefficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment and intervention design are discussed.Key terms: student, grade point average, self-efficacy, goal, meta analysis. NON INTELLECTIVE CORRELATES OF ACADEMIC PERFORMANCE 2The psychology of individual differences originated in attempts to predict scholastic performance. Binet and Simon's (1916) work showed that children's individual cognitive capacities explained variability in educational performance and, in doing so, laid the foundations for extensive research into intelligence and intelligence testing (Neisser et al., 1996). Theoretical debate focused on the psychological nature of intelligence and applied research explored how differences in intelligence(s) can be most usefully assessed (e.g., Capenter, Just & Shell, 1990; Gardner, 1983;Spearman, 1927). Subsequent research has identified a variety of individual differences that predict scholastic performance and prompted construction of a wide range of assessment instruments. This diverse literature has not clarified how, and to what extent, separate measures of academic potential are related.Greater conceptual and methodological integration would help focus future research questions and facilitate optimal assessment of students' academic potential. In order to achieve this we reviewed 13 years of research...

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Section: Personality Traitsmentioning

confidence: 99%

Psychological correlates of university students' academic performance: A systematic review and meta-analysis.

Richardson

Abraham

Bond

2012

Psychological Bulletin

2,622

204

2,167

View full text Add to dashboard Cite

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“…Many previous studies on the role of openness to experiences as a predictor of academic performance have reported a positive relation between this trait and both GPA and final course grades (Lievens, Dilchert, & Ones, 2009;Lounsbury, Sundstrom, Loveland, & Gibson, 2003). The mechanisms behind this positive relation are often explained by the positive correlation between openness to experiences and measures of intelligence (Chamorro-Premuzic & Furnham, 2005).…”

Section: Personality Traits and Educational Outcomesmentioning

confidence: 99%

Is Being Agreeable a Key to Success or Failure in the Labor Market?

Lee

Ohtake

2016

SSRN Journal

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The aim of this study was to elucidate how individual differences in noncognitive skills, as measured by the Big Five personality traits, explain variation in labor market outcomes. Japanese and U.S. survey data were analyzed to examine the associations between personality traits and later outcomes in the two countries. We focused on country-specific, noncognitive determinants of annual income, which were found in agreeableness among male workers. Agreeableness seemed to contribute to annual income in Japanese men, whereas it acted as a penalty in American men. In both countries, Terms of use: Documents inhigher agreeableness tended to translate into higher income for those working at large companies(1,000 employees or more) compared with those working at small companies. Although agreeableness was rewarded by income, it did not necessarily lead to career advancement. Furthermore, the agreeableness premium was still observed even after controlling for labor-related variables such as occupational choice and working hours. This suggests that agreeableness might act as part of a skill set that directly improves job performance and productivity at large companies, rather than acting indirectly through career advancement or occupational choice.

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“…De plus, ce facteur présente un alpha de Cronbach en dessous du seuil acceptable, ce qui a pu nuire aux résultats. Les résultats en lien avec la performance au test à choix multiples corroborent ceux des études antérieures (Dollinger & Orf, 1991;Lounsbury et al, 2003).…”

Section: Les Facteurs De La Personnalitéunclassified

L’effet de la personnalité sur la performance des étudiants universitaires en sciences de l’administration à l’examen écrit, au test à choix multiple et aux travaux pratiques

2017

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Plusieurs programmes universitaires en sciences de l’administration au Canada ont implanté des réformes majeures, suite aux demandes des organismes d’agrément tels que l’Association to Advance Collegiate Schools of Business (AACSB). Conséquemment, de plus en plus de méthodes d’évaluation des apprentissages sont utilisées. Toutefois, l’introduction de ces méthodes dans les programmes d’études pourrait engendrer des biais aux résultats de l’évaluation des apprentissages. L’étude des facteurs pouvant avoir un effet sur la performance des étudiants aux différentes méthodes d’évaluation devient pertinente dans ce contexte. Ainsi, l’objectif de cette étude consiste à vérifier si la personnalité telle que définie par le modèle des cinq facteurs influence la performance à l’examen écrit, au test à choix multiples et aux travaux pratiques. Deux variables contrôle, le genre et l’âge, sont inclus dans les analyses. Un échantillon de 378 étudiants inscrits à un cours de premier cycle universitaire en sciences de l’administration a répondu à un questionnaire en ligne. Les résultats des analyses des régressions linéaires multiples indiquent que ce ne sont pas toujours les mêmes facteurs de la personnalité qui sont sollicités d’une méthode d’évaluation à l’autre, indiquant l’existence potentielle de biais à l’évaluation des apprentissages. Ces résultats sont discutés au regard de la littérature plus large dans le domaine et touchant à d’autres programmes d’études universitaires. In Canada, a number of university programs in business administration have imbedded major reforms, following requests from accreditation bodies such as the Association to Advance Collegiate Schools of Business (AACSB). Consequently, more and more learning assessment methods are used. However, the introduction of these methods in curricula could lead to bias to the results of learning assessment. In this context, it becomes pertinent to study the factors that could affect student performance with the various assessment methods. Thus, the aim of this study is to verify if personality, as defined by the five-factor model, impacts the performance on written exams, multiple-choice exams, and practical exercises. Two control variables, gender and age, are included in the analyses. A sample of 378 students in an undergraduate business administration course responded to an online questionnaire. The results of analyses of multiple linear regressions shows that not always the same personality factors are solicited from one assessment method to the next, which indicates the potential existence of bias to the learning assessment. These results are discussed against the broader literature in the field and in other university programs.

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Intelligence, “Big Five” personality traits, and work drive as predictors of course grade

Cited by 189 publications

References 105 publications

Psychological correlates of university students' academic performance: A systematic review and meta-analysis.

Psychological correlates of university students' academic performance: A systematic review and meta-analysis.

Is Being Agreeable a Key to Success or Failure in the Labor Market?

L’effet de la personnalité sur la performance des étudiants universitaires en sciences de l’administration à l’examen écrit, au test à choix multiple et aux travaux pratiques

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