Re‐Visiting Intelligence–Personality Associations

Stumm, Sophie von; Chamorro‐Premuzic, Tomas; Ackerman, Phillip L.

doi:10.1002/9781444343120.ch8

Cited by 55 publications

(91 citation statements)

References 113 publications

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“…Nevertheless, our results may suggest that Future-oriented people effectively invest their intellectual potential, which probably results in an increased level of gc. Interestingly, the proposed explanation would locate Future among so-called investment traits, which refer to personality characteristics determining the degree to which people apply or invest their intellectual abilities (von Stumm et al, 2011). The investment traits include such dimensions as openness, typical intellectual engagement and need for cognition, all of which might be described as a desire to engage in intellectual problems (von Stumm et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…It has been suggested that openness/intellect correlates more specifically with gc rather than gf, because high openness may motivate a person to engage in intellectual pursuits, which in turn increases gc (Moutafi, Furnham, & Paltiel, 2005;Zeidner & Matthews, 2000). Finally, some recent investigations showed a negative association between conscientiousness and intelligence (Moutafi et al, 2004(Moutafi et al, , 2005, and the compensation mechanism has been proposed as an explanation for this result (von Stumm et al, 2011). In particular, it is possible that less intelligent people may compensate for their lower intellectual capacity by developing a high level of conscientiousness.…”

Section: Intelligence and Non-cognitive Traitsmentioning

confidence: 99%

“…Both correlate highly with neuroticism (Kairys & Liniauskaite, 2015), trait anxiety, depression (Zimbardo & Boyd, 1999) and negative mood (Stolarski et al, 2014). Therefore, one may expect a negative association between the aforementioned TPs and intelligence (von Stumm et al, 2011). Moreover, a possible mechanism explaining this relationship might be the negative influence of Past Negative and Present Fatalism on intelligence at the measurement level.…”

Section: Current Studiesmentioning

confidence: 99%

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Time to be smart: Uncovering a complex interplay between intelligence and time perspectives

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Section: Discussionmentioning

confidence: 99%

Section: Intelligence and Non-cognitive Traitsmentioning

confidence: 99%

Section: Current Studiesmentioning

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Time to be smart: Uncovering a complex interplay between intelligence and time perspectives

et al. 2016

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“…34 Both groups of strategies invoke an investment in learning, and this involves 'the tendency to seek out, engage in, enjoy and continuously pursue opportunities for effortful cognitive activity. 35 Although some may not 'enjoy' this phase, it does involve a willingness to practice, to be curious and to explore again, and a willingness to tolerate ambiguity and uncertainty during this investment phase. In turn, this requires sufficient metacognition and a calibrated sense of progress towards the desired learning outcomes.…”

Section: Success Criteriamentioning

confidence: 99%

Learning strategies: a synthesis and conceptual model

2016

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The purpose of this article is to explore a model of learning that proposes that various learning strategies are powerful at certain stages in the learning cycle. The model describes three inputs and outcomes (skill, will and thrill), success criteria, three phases of learning (surface, deep and transfer) and an acquiring and consolidation phase within each of the surface and deep phases. A synthesis of 228 meta-analyses led to the identification of the most effective strategies. The results indicate that there is a subset of strategies that are effective, but this effectiveness depends on the phase of the model in which they are implemented. Further, it is best not to run separate sessions on learning strategies but to embed the various strategies within the content of the subject, to be clearer about developing both surface and deep learning, and promoting their associated optimal strategies and to teach the skills of transfer of learning. The article concludes with a discussion of questions raised by the model that need further research. There has been a long debate about the purpose of schooling. These debates include claims that schooling is about passing on core notions of humanity and civilisation (or at least one's own society's view of these matters). They include claims that schooling should prepare students to live pragmatically and immediately in their current environment, should prepare students for the work force, should equip students to live independently, to participate in the life of their community, to learn to 'give back', to develop personal growth. 1 In the past 30 years, however, the emphasis in many western systems of education has been more on enhancing academic achievement-in domains such as reading, mathematics, and science-as the primary purpose of schooling. 2 Such an emphasis has led to curricula being increasingly based on achievement in a few privileged domains, and 'great' students are deemed those who attain high levels of proficiency in these narrow domains.This has led to many countries aiming to be in the top echelon of worldwide achievement measures in a narrow range of subjects; for example, achievement measures such as PISA (tests of 15-year olds in mathematics, reading and science, across 65 countries in 2012) or PIRLS (Year-5 tests of mathematics, reading and science, across 57 countries in 2011). Indeed, within most school systems there is a plethora of achievement tests; many countries have introduced accountability pressures based on high levels of testing of achievement; and communities typically value high achievement or levels of knowledge. 3 The mantra underpinning these claims has been cast in terms of what students know and are able to do; the curriculum is compartmentalised into various disciplines of achievement; and students, teachers, parents and policy makers talk in terms of success in these achievement domains.Despite the recent emphasis on achievement, the day-to-day focus of schools has always been on learning-how to know, how to know more efficiently a...

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“…In Ackerman and Heggestad's (1997) influential meta-analysis of investment traits, they concluded that the various investment constructs are “isolated personality measures … with no linkage to any personality theory” (p. 222). Citing this rather clear call for future research, von Stumm, Chamorro-Premuzic, and Ackerman (2011) quizzically determined that “a unifying research endeavor is yet to be undertaken” despite the clear interest in the topic and the length of time between the initial and recent review (p. 225). Recently, von Stumm and Ackerman (2013) assessed the state of the intellectual investment literature and found a “scarcity of data” despite “the large number of identified investment constructs” (p. 852).…”

Section: Introductionmentioning

confidence: 99%

Achievement-relevant personality: Relations with the Big Five and validation of an efficient instrument

Briley

Domiteaux

Tucker‐Drob³

2014

Learning and Individual Differences

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Many achievement-relevant personality measures (APMs) have been developed, but the interrelations among APMs or associations with the broader personality landscape are not well-known. In Study 1, 214 participants were measured on 36 APMs and a measure of the Big Five. Factor analytic results supported the convergent and discriminant validity of five latent dimensions: performance, mastery, self-doubt, effort, and intellectual investment. Conscientiousness, neuroticism, and openness to experience had the most consistent associations with APMs. We constructed a more efficient scale– the Multidimensional Achievement-Relevant Personality Scale (MAPS). In Study 2, we replicated the factor structure and external correlates of the MAPS in a sample of 359 individuals. Finally, we validated the MAPS with four indicators of academic performance and demonstrated incremental validity.

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Re‐Visiting Intelligence–Personality Associations

Cited by 55 publications

References 113 publications

Time to be smart: Uncovering a complex interplay between intelligence and time perspectives

Time to be smart: Uncovering a complex interplay between intelligence and time perspectives

Learning strategies: a synthesis and conceptual model

Achievement-relevant personality: Relations with the Big Five and validation of an efficient instrument

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