The Big Five personality predictors of academic achievement in gifted students: Mediation by self-regulatory efficacy and academic motivation

Mammadov, Sakhavat; Cross, Tracy L.; Ward, Thomas J.

doi:10.1080/13598139.2018.1489222

Cited by 29 publications

(38 citation statements)

References 53 publications

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“…The findings of this study are in line with Paunonen & Ashton (2001); Geramian, Mashayekhi, & Ninggal (2012) who assumed that openness to experience and conscientiousness is the strongest predictors of academic achievement. In the same way, Stewart, Bond, Deeds, Westrick, & Wong (1999); Ehrler (2005); Treiber (2010); Nighute, S., & Sadawarte, S. K. (2014); Gatzka & Hell (2018); Mammadov, Cross, & Ward (2018); Thomas & Cassady (2019) revealed that openness to experience and conscientiousness is very important predictors in predicting academic achievement.…”

Section: Discussionmentioning

confidence: 85%

Cognitive and personality test as a predictor of religious education achievement among students of religious program of Islamic schools in Indonesia

et al. 2020

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Student admission aims at selecting students who can adapt to the school environment and predict students' academic success. The best student admission system is needed to determine the success of religious education in schools that have a religion-based. This paper presents the results of correlation between predictive test study, cognitive and personality tests toward the students' Islamic achievement in Islamic Subject. This research used a quantitative approach and a survey using three measuring instruments; a learning achievement test, cognitive test, and Big Five Personality test. The subjects of this study were 1396 students from 10 Islamic Senior High Schools conducting religious major program in Indonesia. The results of this study indicate that cognitive tests and personality types are significant predictors of religious education achievement. Specifically, verbal tests and reasoning have been significant predictors of religious education achievement as well. Furthermore, from five dimensions of Big Five Personality, the strongest type of personality, openness to experience and conscientiousness are vigorous predictors of the religious education achievement. Agreeableness, extraversion, and emotional stability, however, do not have a significant influence on religious education achievement. Further research can reach the entire national admission system of state Islamic senior high schools in Indonesia namely Islamic senior high schools Insan Cendekia, which is also a state boarding school in Indonesia.

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Section: Discussionmentioning

confidence: 85%

Cognitive and personality test as a predictor of religious education achievement among students of religious program of Islamic schools in Indonesia

et al. 2020

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“…On the other hand, Gaertner 2004described significantly higher scores for task management in non-gifted students, but no differences in parental ratings have been observed (Buch et al, 2006). For the trait conscientiousness, gifted students' school performance is significantly correlated (Mammadov et al, 2018).…”

Section: Differences In Personality Between Gifted and Non-gifted Stumentioning

confidence: 93%

“…Recently, a new field of research has emerged to explore personalities in gifted students; it has become necessary to investigate potential diagnostic tools and use this information to train teachers to better suit the needs of their students (Wirthwein et al, 2019). One of the most widely known models to describe personality is the Big Five personality traits model, which has consistently been used to demonstrate and refer to the connection between intelligence and individual factors (Ackerman & Heggestad, 1997;DeYoung, 2011;Digman, 1990;Goldberg, 1981;Limont et al, 2014;Mammadov, 2018;McCrae et al, 2002;Poropat, 2009;Wirthwein et al, 2019;Zeidner & Shani-Zinovich, 2011, see Table 2).…”

Section: Introductionmentioning

confidence: 99%

The Big-Five-Personality and Academic Self-Concept in Gifted and Non-Gifted Students: A Systematic Review of Literature

Peperkorn

Wegner

2020

IJRES

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Gifted students provide interesting opportunities for careers in all professional areas. To benefit from that chance, the promotion of gifted students moves more and more into focus of educational research and becomes an important facet of today’s teachers’ professional competencies. To meet these requirements, teacher training courses must be offered which are based on current state of research. This article presents a systematic literature review which investigates the current research state regarding quantitative studies of gifted students’ personality and self-concept. To assess a comparable state of research about the personality of gifted students the Big-Five model of personality was considered as a criterion for admission. A total of 40 quantitative studies was included. Results for personality of gifted students show that there are only a few studies which deliver comparable and valid data. Gifted students’ academic self-concept seems well researched, but indications of a multilayered subject specific academic self-concept receive little attention. Recommendations include a higher focus on students gifted in specific subjects, to find valid implications for their individual promotion.

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“…Por ello, podríamos decir que los alumnos con mayor CI y el alumnado que ha sufrido situaciones carenciales en la infancia temprana son poblaciones de pronóstico escolar opuesto. Efectivamente, la inteligencia y las experiencias tempranas adversas son factores que predicen el ajuste escolar y el desarrollo académico (Díaz, 2018;González Barberá, 2004;Pérez Sánchez et al, 2007;Wai y Allen, 2019), pero otros aspectos emocionales, como el vínculo de apego (Fernández-Molina, 2011), y personales, como la eficacia autorregulatoria, la motivación académica y el autoconcepto (Fernández Lasarte et al, 2019;Mammadov et al, 2018) deben ser tenidos en cuenta. En este trabajo pretendemos caracterizar los patrones de apego y autoconcepto de estos dos grupos de alumnado y comparar la relación entre apego, autoconcepto y rendimiento académico entre adolescentes altamente inteligentes, no considerados a priori población de alto riesgo, y adolescentes con historias tempranas adversas, analizando estas dos poblaciones en una etapa evolutivamente sensible al desajuste escolar, como es la adolescencia.…”

Section: Introductionunclassified

Inteligencia y experiencias tempranas adversas. ¿Relación con el apego y el autoconcepto adolescente?

Calderón¹,

Fernández-Molina

2021

PSYE

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El apego, el autoconcepto, la inteligencia y las experiencias tempranas adversas son factores fuertemente relacionados con el ajuste escolar y personal en la adolescencia, pero no hay estudios donde se analicen grupos que difieran en tales características. En este trabajo hemos estudiado la relación con el rendimiento académico en dos grupos de 30 adolescentes cada uno con 50% de chicos y chicas, con edades comprendidas entre los 13 y los 18 años (M = 13.9; DT = 1.242), con necesidades específicas de apoyo educativo por privación sociocultural (adoptados y acogidos), y adolescentes por altas capacidades intelectuales. Los resultados muestran que ambos grupos difieren en la historia escolar, el rendimiento académico, la dimensión académica del autoconcepto y el porcentaje de sujetos en apego inseguro preocupado. Las dimensiones más relacionadas con el apego inseguro han sido el autoconcepto familiar y emocional, mientras que el apego seguro estuvo relacionado positivamente con la dimensión académica del autoconcepto. El rendimiento académico estuvo relacionado también con el autoconcepto académico y familiar, y con el traumatismo.

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The Big Five personality predictors of academic achievement in gifted students: Mediation by self-regulatory efficacy and academic motivation

Cited by 29 publications

References 53 publications

Cognitive and personality test as a predictor of religious education achievement among students of religious program of Islamic schools in Indonesia

Cognitive and personality test as a predictor of religious education achievement among students of religious program of Islamic schools in Indonesia

The Big-Five-Personality and Academic Self-Concept in Gifted and Non-Gifted Students: A Systematic Review of Literature

Inteligencia y experiencias tempranas adversas. ¿Relación con el apego y el autoconcepto adolescente?

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