Psychoticism and Disruptive Behavior can be also Good Predictors of School Achievement

Abstract

The relations of Gf (Standard Progressive Matrices Raven), Gc (verbal scale of Wechsler Intelligence Scale for Children-Third Version), personality dimensions (Eysenck Personality Questionnaire-Junior Version), and disruptive behavior (TDAH scale) with school achievement (measured by TDE test and PISA test) were investigated. Two samples of students (total N = 534) representing a broad range of socioeconomic status (SES) participated in this study. Path models were conducted. The results demonstrated that (1) in both samples no sex differences related to school achievement were found; (2) in the first sample, after controlling for age and SES differences, Gf and psychoticism predicted (.38 and -.13, respectively) school achievement (measured by TDE test); (3) in the second sample, after controlling for SES differences to which additional measures were administered, Gf and Gc positively predicted (.22 and .40, respectively) school achievement (measured by PISA test). In addition, psychoticism and disruptive behavior also predicted school performance (-.14 and -.28, respectively). Some theoretical and practical implications are discussed.

Personality, cognition and behavior in chimpanzees: a new approach based on Eysenck’s model

“…In contrast, Schubiger et al (2015) found that male marmosets ( Callithrix jacchus ) showing higher emotional reactivity towards the experimenter (i.e., highly neurotic individuals) were less likely to participate in cognitive tasks, but this did not affect their performance. In humans, higher Neuroticism and higher Psychoticism have been repeatedly linked to poorer performance, both in academic ( Chamorro-Premuzic & Furnham, 2003 ; Flores-Mendoza et al, 2013 ; Poropat, 2011 ) and non-academic contexts ( Dobson, 2000 ; Reynolds, McClelland & Furnham, 2014 ), and especially under stressful conditions ( Byrne, Silasi-Mansat & Worthy, 2015 ). Nonetheless, Eysenck (1981) suggested that the relationship between Neuroticism and performance depends on the intelligence of the subject: higher Neuroticism is related to higher academic achievement in more intelligent individuals, who are better able to cope with anxiety, while the opposite pattern is observed for less intelligent subjects.…”

“…Conscientious individuals tend to be more goal-oriented and plan more, and they are better able to delay gratification (Roberts et al, 2009). Furthermore, according to several studies, Conscientiousness in the FFM negatively correlates with Psychoticism in the PEN model (Eysenck, 1992), which would explain the negative impact of Psychoticism on academic performance (Flores-Mendoza et al, 2013;Heaven, Ciarrochi & Vialle, 2007;Poropat, 2011). However, Psychoticism has also been consistently linked to creativity (Abraham et al, 2005;Acar & Runco, 2012;Eysenck, 1995).…”

Tipos de personalidad, agresión y conducta antisocial en adolescentes

“…8(1) con el modelo y medidas de Eysenck, porque pueden ser útiles en el psicodiagnóstico y orientación escolar, particularmente de los jóvenes adolescentes. Lo mismo piensan otros autores (e.g., Scholte y De Bruyn, 2001;López y López, 2003;Flores-Mendoza, Widaman, Mansur-Alves, Bacelar y Saldanha, 2013). De todos modos, hemos elegido el enfoque centrado en las personas, que incluye a psicoticismo dentro de un perfil clasificatorio, antes que el enfoque dimensional o centrado en las variables, quedando este último enfoque más expuesto a la crítica de Poropat (2011).…”

The effects of student s gender and classroom disruptive behaviors and parental income on student s mathematics achievement trajectory

“…Also, academic achievement might be critical indicator of mental health problems (Suldo et al, 2011) and declines in school success might be serious as children enter elementary school (Blackwell et al, 2007). Therefore, the students' disruptive behaviors have detrimental effects on student academic achievement (Campbell, 1994;Mendoza et al, 2013;Pianta, 1999Pianta, , 2001Birch & Ladd, 1998). Accordingly, Pianta (1999) found that students with externalizing behavioral problems (e.g., aggression and classroom disruption) were at risk of academic failure and school dropout.…”