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

Briley, Daniel A.; Domiteaux, Matthew; Tucker‐Drob, Elliot M.

doi:10.1016/j.lindif.2014.03.010

Cited by 41 publications

(36 citation statements)

References 64 publications

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“…It should also be noted that our results may be limited to age 16 and that grit could play a larger role in academic success in university or postgraduate studies (Briley et al, 2014; Duckworth & Quinn, 2009). Indeed research has shown that grit increases with age and becomes increasingly important when individuals understand what their lifelong goals as well as interests are (Duckworth & Eskreis-winkler, 2013).…”

Section: Discussionmentioning

confidence: 89%

True grit and genetics: Predicting academic achievement from personality.

Rimfeld¹,

Kovas²,

Dale³

et al. 2016

Journal of Personality and Social Psychology

336

243

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Grit -- perseverance and passion for long-term goals -- has been shown to be a significant predictor of academic success, even after controlling for other personality factors. Here, for the first time, we use a UK-representative sample and a genetically sensitive design to unpack the etiology of grit and its prediction of academic achievement in comparison to well-established personality traits. For 4,642 16-year-olds (2,321 twin pairs), we used the Grit-S scale (Perseverance of Effort and Consistency of Interest), along with the Big-5 personality traits, to predict scores on the General Certificate of Secondary Education (GCSE) exams, which are administered UK-wide at the end of compulsory education. Twin analyses of Grit Perseverance yielded a heritability estimate of 37% (20% for Consistency of Interest) and no evidence for shared environmental influence. Personality, primarily Conscientiousness, predicts about 6% of the variance in GCSE scores, but Grit adds little to this prediction. Moreover, multivariate twin analyses showed that roughly two-thirds of the GCSE prediction is mediated genetically. Grit Perseverance of Effort and Big-5 Conscientiousness are to a large extent the same trait both phenotypically (r=0.53) and genetically (genetic correlation = 0. 86). We conclude that the etiology of Grit is highly similar to other personality traits, not only in showing substantial genetic influence but also in showing no influence of shared environmental factors. Personality significantly predicts academic achievement, but Grit adds little phenotypically or genetically to the prediction of academic achievement beyond traditional personality factors, especially Conscientiousness.

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Section: Discussionmentioning

confidence: 89%

True grit and genetics: Predicting academic achievement from personality.

Rimfeld¹,

Kovas²,

Dale³

et al. 2016

Journal of Personality and Social Psychology

336

243

View full text Add to dashboard Cite

show abstract

“…Correlations between IQ and educational achievement range between 0.4 and 0.7 (17). However, dozens of other traits have also been shown to relate to educational achievement, such as self-efficacy and motivation (18)(19)(20)(21), emotional intelligence (22)(23)(24)(25), personality (26)(27)(28)(29),…”

mentioning

confidence: 99%

The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence

Krapohl

Rimfeld

Shakeshaft

et al. 2014

Proc. Natl. Acad. Sci. U.S.A.

292

242

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Because educational achievement at the end of compulsory schooling represents a major tipping point in life, understanding its causes and correlates is important for individual children, their families, and society. Here we identify the general ingredients of educational achievement using a multivariate design that goes beyond intelligence to consider a wide range of predictors, such as self-efficacy, personality, and behavior problems, to assess their independent and joint contributions to educational achievement. We use a genetically sensitive design to address the question of why educational achievement is so highly heritable. We focus on the results of a United Kingdom-wide examination, the General Certificate of Secondary Education (GCSE), which is administered at the end of compulsory education at age 16. GCSE scores were obtained for 13,306 twins at age 16, whom we also assessed contemporaneously on 83 scales that were condensed to nine broad psychological domains, including intelligence, self-efficacy, personality, well-being, and behavior problems. The mean of GCSE core subjects (English, mathematics, science) is more heritable (62%) than the nine predictor domains (35-58%). Each of the domains correlates significantly with GCSE results, and these correlations are largely mediated genetically. The main finding is that, although intelligence accounts for more of the heritability of GCSE than any other single domain, the other domains collectively account for about as much GCSE heritability as intelligence. Together with intelligence, these domains account for 75% of the heritability of GCSE. We conclude that the high heritability of educational achievement reflects many genetically influenced traits, not just intelligence.academic achievement | twin studies | behavioral genetics | general cognitive ability | personalized learning

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“…A possible explanation for this almost unanimous relationship is provided by the investment theory, which assumes that personality traits can promote the formation of individual differences in intelligence [4,9,22]. According to publications, people with high levels of Openness are more likely to engage in activities aimed at the acquisition of knowledge [23,24]. For example, on a sample of students aged 17 to 23 years it was shown that one of the aspects of the 'academically-oriented behavior' -smart investment -was closely related to Openness [23].…”

Section: Resultsmentioning

confidence: 99%

“…According to publications, people with high levels of Openness are more likely to engage in activities aimed at the acquisition of knowledge [23,24]. For example, on a sample of students aged 17 to 23 years it was shown that one of the aspects of the 'academically-oriented behavior' -smart investment -was closely related to Openness [23]. In another study, on a sample of schoolage children a strong positive relationship between Openness and involvement in intellectual activities was found [22].…”

Section: Resultsmentioning

confidence: 99%

Relationships of Big Five personality traits and nonverbal intelligence at high school age

et al. 2016

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Abstract. The article presents the results of study on the relationship of personality traits and intelligence in Russian high school students. The study focused on Big Five personality traits -Neuroticism, Extraversion, Openness, Agreeableness and Conscientiousness -and the structure of their relationships with nonverbal intelligence, as measured by the test "Standard Progressive Matrices". Significant correlations were only found between nonverbal intelligence and Openness (r = 0.26, p < 0.05). The results are interpreted in the context of investment theory, which assumes that personality traits can promote the formation of individual differences in intelligence.

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

Cited by 41 publications

References 64 publications

True grit and genetics: Predicting academic achievement from personality.

True grit and genetics: Predicting academic achievement from personality.

The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence

Relationships of Big Five personality traits and nonverbal intelligence at high school age

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