Using multiple and specific criteria to assess the predictive validity of the Big Five personality factors on academic performance

Kappe, Rutger; Flier, H. van der

doi:10.1016/j.jrp.2009.11.002

Cited by 67 publications

(56 citation statements)

References 12 publications

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“…Kappe & van der Flier, 2010), but they did not differ from males in their status after three years at college. Gender was not a significant predictor of either criteria of students' achievement.…”

Section: Strengths and Limitationsmentioning

confidence: 69%

Predictors of University Students' Academic Achievement: A Prospective Study

Živčić–Bećirević

Smojver‐Ažić

Dorčić

2017

Drustvena istrazivanja

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The aim of this study was to identify the specific cognitive, motivational and behavioural predictors of two measures of university students' academic achievement (grade point average and student efficacy status), after controlling for dispositional variables and student adjustment at the beginning of college. A representative sample of 250 undergraduate students was followed over a period of 3 years. Hierarchical regression analysis and logistic regression analysis were conducted to check the contribution of the included variables. The hypothesized significant role of cognitive, behavioural and motivational factors in students' academic achievement has been confirmed, with the automatic thoughts related to the fear of disappointing parents and time and study environment management skills as the most pronounced predictors for both criteria. Outcome expectation is a significant predictor of the students' efficacy status only, while action control beliefs and goal orientations (performance and work avoidance) are significant predictors only of the GPA. In conclusion, the results suggest that, besides personality, other more manageable variables play an even more significant role in university students' academic achievement.

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Section: Strengths and Limitationsmentioning

confidence: 69%

Predictors of University Students' Academic Achievement: A Prospective Study

Živčić–Bećirević

Smojver‐Ažić

Dorčić

2017

Drustvena istrazivanja

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“…Where academic performance is measured under less stressful conditions, such as continuous assessment work, the relationship between neuroticism and academic performance is less well-defined (Chamorro-Premuzic & Furnham, 2009, p. 75). Kappe and van der Flier (2010) found neuroticism to be positively correlated with academic performance (r=0.18, p<0.05, n=133) when assessment is free from time constraints and supervision. Research is inconsistent regarding the remaining two personality dimensions of extroversion and agreeableness and their relationship with academic performance.…”

Section: Relating Personality To Academic Performancementioning

confidence: 93%

“…Knight et al (2013) argues that assessment design should nurture such dispositions. Kappe and van der Flier (2010) found that open personalities tend to do better when assessment methods are unconstrained by submission rules.…”

Section: Relating Personality To Academic Performancementioning

confidence: 99%

“…There is a consensus across studies that conscientiousness is the best personality-based predictor of academic performance (O'Connor & Paunonen, 2007;Swanberg & Martinsen, 2010;Trapmann et al, 2007). Many researchers have cited conscientiousness as compensating for lower cognitive intelligence (see Chamorro-Premuzic & Furnham, 2004, and it is a consistent predictor of academic performance across assessment type (Allick & Realo, 1997;Kappe & van der Flier, 2010;Shute & Ventura, 2013).…”

Section: Gqmentioning

confidence: 99%

“…Research is inconsistent regarding the remaining two personality dimensions of extroversion and agreeableness and their relationship with academic performance. Introverts tend to have better study habits and are less easily distracted (Entwistle & Entwistle, 1970as cited in Chamorro-Premuzic & Furnham, 2009, while extroverts tend to perform better in class participation, oral exams, seminar presentations, and multiple-choice style questions (Furnham & Medhurst, 1995;Kappe & van der Flier, 2010). In their meta-analysis of a number of studies investigating personality as a predictor of academic performance, O'Connor and Paunonen (2007) concluded agreeableness is not associated with academic performance.…”

Section: Relating Personality To Academic Performancementioning

confidence: 99%

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A Review of Psychometric Data Analysis and Applications in Modelling of Academic Achievement in Tertiary Education

Gray¹

2014

Learning Analytics

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Increasing college participation rates, and diversity in student population, is posing a challenge to colleges in their attempts to facilitate learners achieve their full academic potential. Learning analytics is an evolving discipline with capability for educational data analysis that could enable better understanding of learning process, and therefore mitigate these challenges. The outcome from such data analysis will be dependent on the range, type, and quality of available data and the type of analysis performed. This study reviewed factors that could be used to predict academic performance, but which are currently not systematically measured in tertiary education. It focused on psychometric factors of ability, personality, motivation, and learning strategies. Their respective relationships with academic performance are enumerated and discussed. A case is made for their increased use in learning analytics to enhance the performance of existing student models. It is noted that lack of independence, linear additivity, and constant variance in the relationships between psychometric factors and academic performance suggests increasing relevance of data mining techniques, which could be used to provide useful insights on the role of such factors in the modelling of learning process.

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Aptitude and Personality Traits in Retention of Engineering Students

et al. 2015

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Background Engineering programs have high attrition rates, and once in college, students are unlikely to migrate to engineering from other majors. Factors that influence retention must be assessed. Purpose This study investigated the relationships of aptitude and personality traits in predicting retention for persisting students, those leaving in good standing, and those leaving in poor standing. Design/Method Participants were entering first‐year students from 2007 to 2010. Aptitude was assessed by the Assessment and LEarning in Knowledge Spaces (ALEKS) placement test as a measure of calculus readiness, Scholastic Aptitude Tests (math and verbal), and high school grade point average (GPA). Personality traits were assessed by the NEO Five‐Factor Inventory and a measure of locus of control. A multinomial logistic regression was performed with students who persisted as the reference group. Results Significant aptitude predictors for retention were high school GPA, SAT math, and ALEKS scores. Conscientiousness was the only significant personality factor. Conclusion Math skills, especially calculus readiness, were strong predictors of retention. High school academic performance and Conscientiousness were also significant predictors. Application of these findings includes helping students with deficiencies, especially in calculus readiness, as well as fostering an environment that encourages conscientious academic behaviors.

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Using multiple and specific criteria to assess the predictive validity of the Big Five personality factors on academic performance

Cited by 67 publications

References 12 publications

Predictors of University Students' Academic Achievement: A Prospective Study

Predictors of University Students' Academic Achievement: A Prospective Study

A Review of Psychometric Data Analysis and Applications in Modelling of Academic Achievement in Tertiary Education

Aptitude and Personality Traits in Retention of Engineering Students

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