Personality is related to educational outcomes in late adolescence: Evidence from two large-scale achievement studies

Spengler, Marion; Lüdtke, Oliver; Martin, Romain; Brunner, Martin

doi:10.1016/j.jrp.2013.05.008

Cited by 58 publications

(118 citation statements)

References 77 publications

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“…From previous studies mathematical intelligence is associated with emotional stability (Furnham, 2008). This is also the case in the Spengler et al (2013) study.…”

Section: Academic Achievement Test Results and Gpasupporting

confidence: 67%

“…Introverts, agreeable and conscientious, fit well in school since they are associated with concentration, quietness and hard work (Bipp, Steinmayr, & Spinath, 2008). Especially conscientious and agreeable persons are generally interested in being at school and interested in school subjects (Spengler et al, 2013;Chamorro-Premuzic & Furnham, 2003) and have high attendance (Conard, 2006). It is as if schools are made for and teachers appreciate these traits (cf.…”

Section:  Executive Functionsmentioning

confidence: 99%

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Personality Traits, Learning and Academic Achievements

Jensen¹

2015

JEL

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There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point Average (GPA). This review paper gives an overview, based on previous research, of highly relevant factors that might explain the relation between personality traits and learning on the one hand and the relation between personality traits and academic achievement on the other hand. Motivation, goals and approaches to learning are important factors that are associated with some personality traits. Two conclusions can be made from this review: (1) intrinsic motivation, a deep approach to learning and learning goals are associated with general knowledge and good test results, all linked together by the openness trait; (2) extrinsic (in combination with intrinsic) motivation, an achieving (in combination with deep) approach to learning and performance goals (in combination with learning goals) are associated with high grades in general linked together by the conscientiousness trait. Openness is associated with learning and general knowledge while conscientiousness is associated with academic achievement.

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“…From previous studies mathematical intelligence is associated with emotional stability (Furnham, 2008). This is also the case in the Spengler et al (2013) study.…”

Section: Academic Achievement Test Results and Gpasupporting

confidence: 67%

Section:  Executive Functionsmentioning

confidence: 99%

Personality Traits, Learning and Academic Achievements

Jensen¹

2015

JEL

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“…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, ). Also, standardized achievement test represent performance in a standardized, one‐off test situation, whereas grades capture performance over longer time periods.…”

Section: Introductionmentioning

confidence: 99%

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

Brandt

Lechner

Tetzner

et al. 2019

Journal of Personality

101

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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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“…Individuals that score high on the openness scale also score high on language tests and verbal ability tests (Neuenschwander et al, 2013;Lubbers et al, 2010;Spengler et al, 2013;Dollinger, Matyja, & Huber, 2008;Jensen, 2015). This might suggest that openness isn"t just associated with good verbal skills but also a preference to rely more on verbal communication and less on nonverbal communication.…”

Section: Hypothesis 3d: High Levels On the Conscientiousness Scale Wimentioning

confidence: 99%

Personality traits and nonverbal communication patterns

Jensen

2016

International Journal of Social Science Studies

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The use of the personality trait five-factor model in communication research is very limited so far. In the present study the focus is on nonverbal correlations to personality traits. It was possible to identify nonverbal patterns in relation to personality traits. The extraversion dimension is associated with both a contact dimension (extraverts stand closer, engage in mutual gaze) and an expressiveness dimension (extraverts prefer face-to-face interaction, a varied tone of voice, varied gestures and facial expressions). The openness dimension is associated with low context (verbal, direct and explicit communication relying on context to a low degree). The agreeableness dimension is associated with high context (indirect, implicit and nonverbal communication style relying strongly on context).

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Personality is related to educational outcomes in late adolescence: Evidence from two large-scale achievement studies

Cited by 58 publications

References 77 publications

Personality Traits, Learning and Academic Achievements

Personality Traits, Learning and Academic Achievements

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

Personality traits and nonverbal communication patterns

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