Broad and Narrow Personality Traits Predicting Academic Achievement Over Compulsory Schooling

Zupančič, Maja; Kavčič, Tina; Slobodskaya, Helena R.; Akhmetova, O A

doi:10.1177/0272431615588954

Cited by 6 publications

(3 citation statements)

References 37 publications

(136 reference statements)

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“…To test CHIME-Cpt predictive validity, we examined the degree to which its facets predicted academic achievement, above and beyond gender, mother’s educational level, and age. Consistent with previous studies, mothers’ educational level predicted better academic achievement (Zupančič et al, 2016 ). Notably, mindfulness facets also contributed to academic achievement, after controlling for these socio-demographic factors (for similar findings, see Caballero et al, 2019 ).…”

Section: Discussionsupporting

confidence: 91%

Validation of the Comprehensive Inventory of Mindfulness Experiences (CHIME) in Portuguese Children

Magalhães

Limpo

2022

Mindfulness

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Objectives Despite the increasing interest in mindfulness, there are few multifaceted mindfulness measures for children, mainly in Portuguese. Thus, this study developed the Portuguese version of the Comprehensive Inventory of Mindfulness Experiences (CHIME). Because this scale was initially created for adolescents, we also aimed to adapt it to children. Methods After translating the original CHIME to Portuguese and adapting the wording for children, the instrument was administered to 223 9–10-year-olds, along with self-report measures of affect and quality of life, teacher-rated measures of inhibition, inattention, and emotional lability, and a performance-based attentional measure. We examined CHIME’s factorial validity, inspected facets’ reliability, and tested convergent, discriminant, and predictive validity. Results Confirmatory factor analyses (CFA) supported a 7-factor structure of the scale, after removing the accepting and non-judgmental attitude facet. Factor loadings (> .34) and reliability indices (> .54) were acceptable, though the average variance extracted was less than desirable. Correlations with external correlates provided support to CHIME’s convergent and divergent validity ( r s range .13–.55, p s < .05). Finally, evidence of predictive validity was found with a regression analysis showing that external awareness ( b = − .16) and openness to experience ( b = − .17) predicted academic achievement. Conclusions This study provided preliminary validity and reliability evidence on the Portuguese CHIME. This instrument can provide relevant insights about the mindfulness facets and offer useful indications for the development of evidence-based interventions in childhood.

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Section: Discussionsupporting

confidence: 91%

Validation of the Comprehensive Inventory of Mindfulness Experiences (CHIME) in Portuguese Children

Magalhães

Limpo

2022

Mindfulness

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“…Table summarizes the findings in these three studies. The largest sample was found in Zupančič, Kavčič, Slobodskaya, and Akhmetova () with 1,618 students spanning from the age of 8 to 15. Neuenschwander, Cimeli, Röthlisberger, and Roebers () had the youngest sample ranging from 6 to 9 years ( M = 8.1, N = 446).…”

Section: The Relationship Between Personality Traits and Academic Permentioning

confidence: 99%

“…Studies concerned with this issue have sought to compare how the personality–performance relationship is affected by who is providing the personality assessment. Zupančič et al () compared mother‐ and self‐rated personality measures. They generally found stronger correlations with the grades for mother‐ than self‐rated measures.…”

Section: The Relationship Between Personality Traits and Academic Permentioning

confidence: 99%

A stable relationship between personality and academic performance from childhood through adolescence. An original study and replication in hundred‐thousand‐person samples

Andersen

Gensowski

Ludeke

et al. 2020

Journal of Personality

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Objective Many studies have demonstrated that personality traits predict academic performance for students in high school and college. Much less evidence exists on whether the relationship between personality traits and academic performance changes from childhood to adolescence, and existing studies show very mixed findings. This study tests one hypothesis—that the importance of Agreeableness, Emotional Stability, and Conscientiousness for academic performance changes fundamentally during school—against an alternative hypothesis suggesting that the changing relationships found in previous research are largely measurement artifacts. Method We used a nationwide sample of 135,389 primary and lower secondary students from Grade 4 to Grade 8. We replicated all results in a separate sample of another 127,375 students. Results We found that academic performance was equally strongly related to our measure of Conscientiousness at all these grade levels, and the significance of Agreeableness and Emotional Stability predominantly reflected their connections with Conscientiousness. However, age also appeared to shape the relationship between Emotional Stability and performance. Conclusion Amidst the replication crisis in psychology these findings demonstrate a very stable and predictable relationship between personality traits and academic performance, which may have important implications for the education of children already in primary school.

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Child Personality–Adjustment Associations at the Transition from Kindergarten to School: Evaluating the Vulnerability and the Scar Model

2016

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Broad and Narrow Personality Traits Predicting Academic Achievement Over Compulsory Schooling

Cited by 6 publications

References 37 publications

Validation of the Comprehensive Inventory of Mindfulness Experiences (CHIME) in Portuguese Children

Validation of the Comprehensive Inventory of Mindfulness Experiences (CHIME) in Portuguese Children

A stable relationship between personality and academic performance from childhood through adolescence. An original study and replication in hundred‐thousand‐person samples

Child Personality–Adjustment Associations at the Transition from Kindergarten to School: Evaluating the Vulnerability and the Scar Model

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