Personality, Behavioral strengths and difficulties and performance of adolescents with high achievements in science, literature, art and sports

Papageorgiou, Kostas A.; Likhanov, Maxim; Costantini, Giulio; Tsigeman, Elina S.; Zaleshin, Mikhail; Budakova, Anna V.; Kovas, Yulia

doi:10.1016/j.paid.2020.109917

Cited by 27 publications

(42 citation statements)

References 45 publications

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“…This interpretation is supported by another study from the same population (including adolescents with high achievement in Science, Sport, and Art; Papageorgiou, et al, 2020), where neither Dark Triad, nor Big Five personality traits predicted the Year 9 State Examination, while explaining some variance in the Year grade. This is inconsistent with previous studies.…”

Section: Differences Between Selected and Unselected Samplesmentioning

confidence: 67%

“…For example, in a study of UK unselected adolescents, a correlation of .24 was found between the standardized examination and conscientiousness (Rimfeld, Kovas, Dale & Plomin, 2016). Moreover, a relatively low correlation between Year 9 State Examination and Year grade (r = .55; Papageorgiou, et al, 2020) is also inconsistent with research in other countries and might be another point of concern. For example, in a UK sample a stronger correlation (r = .85) was found between a composite standardized Examination grade at age 16 and composite teacher rated Year grade at age 14 (Rimfeld et al, 2019).…”

Section: Differences Between Selected and Unselected Samplesmentioning

confidence: 95%

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Ordinary extraordinary: Elusive group differences in personality and psychological difficulties between STEM‐gifted adolescents and their peers

Likhanov

Tsigeman

Papageorgiou³

et al. 2020

Brit J of Edu Psychol

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Background. Individual differences in personality, behavioural, and academic outcomes of gifted adolescents remain under-explored. Aims. The present study directly compared selected and unselected adolescents on multiple measures of personality, behavioural strengths and difficulties, and achievement. Sample. Nine hundred seventy-three adolescents selected for high performance in Science, Technology, Engineering, and Mathematical (STEM) fields (M = 15.23; SD = 1.11), and one thousand two hundred sixty-one unselected adolescents (M = 15.07; SD = 1.18) participated in the study. Methods. Participants completed self-report measures that assess the Big Five, the Dark Triad, and Behavioural Strengths and Difficulties. Demographic information and academic achievement in Maths and Russian were also obtained. Results. The observed differences in personality and behaviour traits between selected and unselected samples were negligible as measured by ANOVAs. The selected sample had on average slightly lower scores on conscientiousness, extraversion, agreeableness, openness to experience, and subclinical narcissism, partial Eta Squared (ES) = [.01 to .05]; slightly lower scores on prosocial behaviour; and slightly higher scores on internalizing and externalizing problems, ES = [.01 to .04]. The selected group also showed higher Year and Examination grades (ES = .05 and .23, respectively). However, MANOVA results showed larger differences between samples (ES = .15). Conclusion. Our results showed no pronounced differences between selected and unselected samples in any trait apart from examination performance. However, This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited.

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Section: Differences Between Selected and Unselected Samplesmentioning

confidence: 67%

Section: Differences Between Selected and Unselected Samplesmentioning

confidence: 95%

Ordinary extraordinary: Elusive group differences in personality and psychological difficulties between STEM‐gifted adolescents and their peers

Likhanov

Tsigeman

Papageorgiou³

et al. 2020

Brit J of Edu Psychol

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“…e grading system is 1 to 5, where 1 = "terrible/fail"; 2 = "bad/fail"; 3 = "satisfactory"; 4 = "good"; and 5 = "excellent". A 1 is practically never given, and a 2 is given only rarely (see Likhanov et al, 2020, for a discussion of the limitations of this grading system). In our sample, we had a restricted range of Year grades, with no 1 and 2 grades, since students who received these marks are unlikely to be invited to Sirius.…”

Section: Methodsmentioning

confidence: 99%

Measuring Spatial Ability for Talent Identification, Educational Assessment, and Support: Evidence from Adolescents with High Achievement in Science, Arts, and Sports

Budakova¹,

Likhanov²,

Toivainen³

et al. 2021

Psych. Rus.

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Background. Spatial ability (SA) is a robust predictor of academic and occupational achievement. The present study investigated the psychometric properties of 10 tests for measuring of SA in a sample of talented schoolchildren. Objective. Our purpose was to identify the most suitable measurements for SA for the purpose of talent identification, educational assessment, and support. Design. Our sample consisted of 1479 schoolchildren who had demonstrated high achievement in Science, Arts, or Sports. Several criteria were applied to evaluate the measurements, including an absence of floor and ceiling effects, low redundancy, high reliability, and external validity. Results. Based on these criteria, we included the following four tests in an Online Short Spatial Ability Battery “OSSAB”: Pattern Assembly; Mechanical Reasoning; Paper Folding; and Shape Rotation. Further analysis found differences in spatial ability across the three groups of gifted adolescents. The Science track showed the highest results in all four tests. Conclusion. Overall, the study suggested that the Online Short Spatial Ability Battery (OSSAB) can be used for talent identification, educational assessment, and support. The analysis showed a unifactorial structure of spatial abilities. Future research is needed to evaluate the use of this battery with other specific samples and unselected populations.

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“…Despite this limitation, the SD3 was used in this study for both practical and theoretical reasons: The measure is short; as such, it was well-suited to be used concurrently with a longer questionnaire (the FFNI-SF) without exposing participants to a lengthy survey; the SD3 has already been validated for use in a Russian population and was recently used successfully in various studies (e.g., Likhanov et al, 2021;Papageorgiou et al, 2020) in Russian populations; it is a very popular measure in this area of research and using it in parallel with the FFNI-SF in a cross-cultural context offers opportunities for directly linking the results of this study with the wider literature.…”

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confidence: 99%

A Cross-Cultural Investigation of the Five-Factor Narcissism Inventory Short Form: Narcissism as a Multidimensional Trait in the United Kingdom and Russia

Papageorgiou

Denovan

Dagnall

et al. 2021

Journal of Personality Assessment

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Research on narcissism supports a multifactorial structure with each factor to be multidimensional. However, studies typically assess 1 factor of narcissism using scales such as the Short Dark Triad (SD3). The Five-Factor Narcissism Inventory and its short form (FFNI-SF) were developed recently to account for this issue. The extent to which the FFNI-SF assesses equivalent constructs across countries has, nonetheless, received little attention. This study evaluated the factor structure of the FFNI-SF in a Russian sample (N ¼ 1,996) and compared the results with those derived from a UK sample (N ¼ 1,292). Overall, the FFNI-SF evidenced satisfactory internal consistency (mean a ¼ .82 and .79 for the Russian and UK sample for the factors of Antagonism, Extraversion and Neuroticism, respectively). Additionally, analyses yielded a 3-component model in both samples similar to that reported in the original validation study, which also demonstrated meaningful correlations with the SD3. Finally, Antagonism demonstrated significant differences between the 2 samples, perhaps reflecting societal differences between Russia and the United Kingdom. The study highlights the importance of using psychometrically sound measures to assess narcissism in its complexity and the need for additional research on how this trait operates within the personality sphere and across cultures.

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Personality, Behavioral strengths and difficulties and performance of adolescents with high achievements in science, literature, art and sports

Cited by 27 publications

References 45 publications

Ordinary extraordinary: Elusive group differences in personality and psychological difficulties between STEM‐gifted adolescents and their peers

Ordinary extraordinary: Elusive group differences in personality and psychological difficulties between STEM‐gifted adolescents and their peers

Measuring Spatial Ability for Talent Identification, Educational Assessment, and Support: Evidence from Adolescents with High Achievement in Science, Arts, and Sports

A Cross-Cultural Investigation of the Five-Factor Narcissism Inventory Short Form: Narcissism as a Multidimensional Trait in the United Kingdom and Russia

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