Personality traits and intelligence predict academic school grades

Furnham, Adrian; Monsen, Jeremy J.

doi:10.1016/j.lindif.2008.02.001

Cited by 97 publications

(68 citation statements)

References 25 publications

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“…High levels of student achievement have also often been linked to a high IQ (Frey & Detterman, 2004;Furnham & Monsen, 2009;Spinath, Spinath, & Plomin, 2008). Furthermore, student achievement is associated with gender.…”

Section: Controlling For Covariatesmentioning

confidence: 99%

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

Arens¹,

Marsh²,

Pekrun³

et al. 2017

Journal of Educational Psychology

110

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Section: Controlling For Covariatesmentioning

confidence: 99%

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

Arens¹,

Marsh²,

Pekrun³

et al. 2017

Journal of Educational Psychology

110

View full text Add to dashboard Cite

show abstract

“…Considering these differences, it can be assumed that the effects regarding scholastic performance reported in Western cultures do not necessarily replicate in Chinese samples. Consequently, the present study aimed at examining the explanatory power of intelligence and the domains of the FFM on scholastic performance in a Chinese sample, and further exploring their potential interactions [18][19][20].…”

Section: Interaction Effects Between Openness and Fluid Intelligence mentioning

confidence: 99%

“…Across different levels of education, personality has been shown to contribute independently to the prediction of academic performance above and beyond intelligence [7,9,11,18,[31][32][33][34][35][36], which was summarized in recent meta-analyses [12,13,37,38]. Among the FFM domains, Conscientiousness is consistently identified as an important predictor of performance [5,7,12,13,38].…”

Section: Personality and Scholastic Performancementioning

confidence: 99%

Interaction Effects between Openness and Fluid Intelligence Predicting Scholastic Performance

Zhang

Ziegler

2015

J. Intell.

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Abstract:Figural reasoning as an indicator of fluid intelligence and the domains of the Five Factor Model were explored as predictors of scholastic performance. A total of 836 Chinese secondary school students (406 girls) from grades 7 to 11 participated. Figural reasoning, as measured by Raven's Standard Progressive Matrices, predicted performance in Math, Chinese, and English, and also for a composite score. Among the personality domains, Openness had a positive effect on performance for all subjects after controlling for all the other variables. For Conscientiousness, the effects were smaller and only significant for Math. Neuroticism had a negative effect on Math grades. The effects of Extraversion on all grades were very small and not significant. Most importantly, hierarchical latent regression analyses indicated that all interaction effects between Openness and figural reasoning were significant, revealing a compensatory interaction. Our results further suggest that scholastic performance basically relies on the same traits through the secondary school years. However, importance is given to interaction effects between ability and personality. Implications along with limitations and suggestions for future research are discussed.

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“…In particular Conscientiousness (positively), Neuroticism and Extraversion (negatively) correlated to AP. However, recent research has pointed out that the influences of personality and intelligence differ between achievement in the sciences and the arts (Furnham & Monsen, 2009).…”

mentioning

confidence: 99%

Personality and Intelligence Predict Arts and Science School Results in 16 Year Olds

Furnham

Rinaldelli-Tabaton

Chamorro‐Premuzic

2011

PSYCHOLOGIA -An International Journal of Psychological Sciences

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and Tomas CHAMORRO-PREMUZIC 2)2) Goldsmiths College London, UK This study examined personality trait and intelligence scores as predictors of schoollevel academic performance (AP) (British GCSE; America Grade 10) in various arts (i.e. languages) and science subjects. The participant sample consisted of 80 school pupils from a British Sixth Form College. Conscientiousness and Openness-toExperience of the Big Five personality factors (Costa & McCrae, 1992) were found to account for 13% of unique variance in AP. Intelligence (Wonderlic, 1992) accounted for the initial 10% of unique variance in AP. For science subjects (maths, science) intelligence accounted for more of the variance than personality traits, while for English language (literature, language) subjects the opposite was true. The results further support the use of personality measures being used in academic selection procedures and confirms that personality can predict AP at school level. Limitations of the study are discussed.

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Personality traits and intelligence predict academic school grades

Cited by 97 publications

References 25 publications

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks.

Interaction Effects between Openness and Fluid Intelligence Predicting Scholastic Performance

Personality and Intelligence Predict Arts and Science School Results in 16 Year Olds

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