Personality, intelligence, and academic achievement: Charting their developmental interplay

Bardach, Lisa; Hübner, Nicolas; Nagengast, Benjamin; Trautwein, Ulrich; Stumm, Sophie von

doi:10.1111/jopy.12810

Cited by 14 publications

(9 citation statements)

References 120 publications

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“…However, many of these studies either do not include time-varying controls for children's cognitive abilities, working memory, expectancies, or ability beliefs, or they consider only a specific subset of potentially relevant controls. This is concerning, given that all of these constructs have been hypothesized to influence children's math achievement (Bardach et al, 2023;Marsh et al, 2022;Weidinger et al, 2020;Zhang et al, 2023;Zimmerman, 2013). Critically, to the extent these variables are all causally important, the omission of these variables is likely to bias the relationship of measured variables between time points.…”

Section: Illusory Trait Hypothesismentioning

confidence: 99%

Illusory traits: Wrong but sometimes useful

Bailey,

Hübner,

Zitzmann

et al. 2023

Preprint

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Psychological measures frequently show trait-like properties, and the ontological status of stable psychological traits has been discussed for decades. We argue that these properties can emerge from causal dynamics of time-varying processes, which are omitted from the analysis model, potentially leading to the estimation of traits that are, at least in part, illusory. Theories positing the importance of a large set of dynamic psychological causes across development are consistent with the existence of illusory traits. We show via simulation that even a linear system with many processes can generate a covariance matrix with trait-like properties. We then attempt to examine how illusory traits affect our conclusions drawn from a common statistical model which assumes stable traits to analyze longitudinal panel data --- a random-intercept cross-lagged panel model (RI-CLPM). We find that the RI-CLPM sometimes falsely detects the existence of traits in the presence of omitted processes, even when the data generating model does not include any traits. However, in this scenario, the RI-CLPM estimates less causally biased autoregressive and cross-lagged effects than an analysis model which does not assume traits (i.e., the cross-lagged panel model). Results indicate that the detection of trait variance should not be inferred as strong evidence for the existence of time-invariant trait causes. On the other hand, even when traits are illusory, statistical models assuming stable traits may sometimes be useful for causal inference.

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Section: Illusory Trait Hypothesismentioning

confidence: 99%

Illusory traits: Wrong but sometimes useful

Bailey,

Hübner,

Zitzmann

et al. 2023

Preprint

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show abstract

“…A large number of academic studies performed in the field of teaching and learning have confirmed the beneficial function that intelligence performs in students' academic life and their school-related accomplishments [38][39][40]. In the field of second/foreign language education, two contrasting viewpoints have emerged that attempt to explain the relationship between intelligence and language learning.…”

Section: Intelligence In Educationmentioning

confidence: 99%

The Interplay Between Attitude Towards Intelligence, Ambiguity Tolerance, and Job Burnout: The Case of Afghan EFL Teachers

Bagheri

2024

IJCE

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The present study seeks to examine how and to what extent Afghan English as a Foreign Language (EFL) teachers' attitude towards intelligence and their ambiguity tolerance affected their levels of burnout in the teaching profession. To conduct the study, 154 Afghan EFL teachers were requested to answer the items in three questionnaires: Language Teachers' Conceptions of Intelligence Scale (LTCI-S), Multiple Stimulus Types Ambiguity Tolerance Scale-II (MSTAT-II), and Maslach Burnout Inventory (MBI). The obtained data was examined using descriptive statistics, inferential statistics, correlation, and path analysis. Findings of the analyses indicated there were significant relationships among teachers' attitude to intelligence, their tolerance of ambiguity, and their perceived level of job burnout. In addition, our findings revealed that two dimensions of attitude about intelligence—increasibility and applied English language teaching (ELT)—were negatively correlated with two aspects of burnout—emotional exhaustion and reduced personal accomplishment. Besides, it was found that teachers with higher levels of tolerance for ambiguity experienced significantly lower levels of all three dimensions of teacher burnout. Implications of the research for the teaching profession will be discussed.

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“…Neuroticism has been found to be significantly negatively correlated with fluid intelligence (r = -.102; Anglim et al, 2022). Relationships between the other Big Five traits (Extraversion, Agreeableness, Conscientiousness) and intelligence have generally been found to be weaker and less consistent (e.g., Anglim et al, 2022;Bardach et al, 2022;Wolf & Ackerman, 2005).…”

Section: Big Five Personality Traits and Intelligence Test Performancementioning

confidence: 99%

Taking Another Look at Intelligence and Personality: An Eye-Tracking Approach

Bardach¹,

Schumacher²,

Trautwein³

et al. 2023

Preprint

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Intelligence and personality are both key drivers of learning; hence, there is long-standing interest in their associations. This study expands on prior research by adopting a behavioral process-related eye-tracking approach. We tested 182 adults on Big Five personality traits and fluid intelligence. Eye-tracking information (gaze patterns) was recorded while participants completed the intelligence test. Machine learning models showed that personality explained 3.18% of the variance in intelligence test scores, with Openness and, surprisingly, Agreeableness most meaningfully contributing to the prediction. Whereas gaze patterns explained a substantial amount of variance in intelligence test performance (35.91%), they were unrelated to personality traits. Gaze patterns reflected the test-solving strategies described in the literature (constructive matching, response elimination) to some extent. A combined feature vector consisting of gaze-based predictions and personality traits explained 37.50% of the variance in intelligence test performance, with significant unique contributions from both personality and gaze patterns.

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Personality, intelligence, and academic achievement: Charting their developmental interplay

Abstract: This manuscript has not been peer-reviewed and may be subject to change.

Cited by 14 publications

References 120 publications

Illusory traits: Wrong but sometimes useful

Illusory traits: Wrong but sometimes useful

The Interplay Between Attitude Towards Intelligence, Ambiguity Tolerance, and Job Burnout: The Case of Afghan EFL Teachers

Taking Another Look at Intelligence and Personality: An Eye-Tracking Approach

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