NDLI: Robust and specific personality traits as predictors of adolescents’ final grades and GPA at the end of compulsory schooling

Please wait, while we are loading the content...

Construct validity of self-concept in TIMSS’s student background questionnaire: a test of separation and conflation of cognitive and affective dimensions of self-concept among Saudi eighth graders

Personal belief in a just world, experience of teacher justice, and school distress in different class contexts

Coordinating principles and examples through analogy and self-explanation

First year effects of induction arrangements on beginning teachers’ psychological processes

Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries

Grade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation model

School readiness of moderately preterm children at preschool age

Cognitive skills used to solve mathematical word problems and numerical operations: a study of 6- to 7-year-old children

Learning styles and approaches to learning in excellent and average first-year university students

Inquiring scaffolds in laboratory tasks: an instance of a “worked laboratory guide effect”?

Key words and the analysis of exploratory talk

The relationship between prior knowledge and situational interest when reading text

Preservice teachers’ teacher efficacy beliefs and constructivist-based teaching practice

Preschool children’s conversational skills for explaining game rules: communicative guidance strategies as a function of type of relationship and gender

Enhancing transfer by learning generalized domain knowledge structures

The role of persistence at preschool age in academic skills at kindergarten

Examining the role of social goals in school: A study in two collectivist cultures

The effect of language on Chinese and American 2- and 3-year olds’ small number identification

The role of educational psychology in teacher education: expert opinions on what teachers should know about learning, development, and assessment

Integrated social and emotional guidance: what do secondary education teachers think? : Research into teachers’ task perception and guidance provision, and the affect of a supportive network at school

Multiple causal attributions: An investigation of college students learning a foreign language

European Journal of Psychology of Education : Volume 28, Issue 3, September 2013

European Journal of Psychology of Education : Volume 28, Issue 2, June 2013

European Journal of Psychology of Education : Volume 28, Issue 1, March 2013

European Journal of Psychology of Education : Volume 27

European Journal of Psychology of Education : Volume 26

European Journal of Psychology of Education : Volume 25

European Journal of Psychology of Education : Volume 24

European Journal of Psychology of Education : Volume 23

European Journal of Psychology of Education : Volume 22

European Journal of Psychology of Education : Volume 21

European Journal of Psychology of Education : Volume 20

European Journal of Psychology of Education : Volume 19

European Journal of Psychology of Education : Volume 18

European Journal of Psychology of Education : Volume 17

European Journal of Psychology of Education : Volume 16

European Journal of Psychology of Education : Volume 15

European Journal of Psychology of Education : Volume 14

European Journal of Psychology of Education : Volume 13

European Journal of Psychology of Education : Volume 12

Robust and specific personality traits as predictors of adolescents’ final grades and GPA at the end of compulsory schooling

Content Provider	Springer Nature Link
Author	Smrtnik Vitulić, Helena Zupančič, Maja
Copyright Year	2012
Abstract	The study investigated the predictive value of robust and specific personality traits in adolescents (M age = 14.7 years), in explaining their academic achievement at the end of basic compulsory schooling. Personality data were obtained through self, maternal, and peer reports using the Inventory of Child/Adolescent Individual Differences. Adolescent gender and maternal education predicted 36, 26, 19, and 26 % of the variance in the final grades in Slovene, English, and mathematics and the overall GPA, respectively. Personality ratings by each of the three groups of informants substantially improved the prediction of students’ academic achievements, over and beyond gender and maternal education. The robust trait scores contributed to significant increments in the variance explained, across the academic achievement indicators, ranging from 8 to 17 % (self-report), 15 to 24 % (maternal report), and 20 to 32 % (peer report). Conscientiousness was consistently the most powerful predictor of students’ academic success and extraversion was negatively associated with all achievement indicators. The study provided support for a relatively stronger predictive utility of specific, rather than robust personality traits. Likewise, peer ratings of the students’ personality provided relatively larger increments in variance explained in academic achievements than maternal and self-ratings; in general, the personality trait ratings added more to the prediction of mathematics grades and the GPA relative to the prediction of success in languages. Among specific traits, subjectively perceived student intelligence was the most powerful and consistent predictor of final grades and GPA.
Starting Page	1181
Ending Page	1199
Page Count	19
File Format	PDF
ISSN	02562928
Journal	European Journal of Psychology of Education
Volume Number	28
Issue Number	4
e-ISSN	18785174
Language	English
Publisher	Springer Netherlands
Publisher Date	2012-10-25
Publisher Place	Dordrecht
Access Restriction	One Nation One Subscription (ONOS)
Subject Keyword	Adolescence Basic compulsory school Academic achievement Personality traits Multiple informants Educational Psychology Pedagogic Psychology
Content Type	Text
Resource Type	Article
Subject	Education Developmental and Educational Psychology

Sl.	Authority	Responsibilities	Communication Details
1	Ministry of Education (GoI), Department of Higher Education	Sanctioning Authority	https://www.education.gov.in/ict-initiatives
2	Indian Institute of Technology Kharagpur	Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project	https://www.iitkgp.ac.in
3	National Digital Library of India Office, Indian Institute of Technology Kharagpur	The administrative and infrastructural headquarters of the project	Dr. B. Sutradhar bsutra@ndl.gov.in
4	Project PI / Joint PI	Principal Investigator and Joint Principal Investigators of the project	Dr. B. Sutradhar bsutra@ndl.gov.in Prof. Saswat Chakrabarti will be added soon
5	Website/Portal (Helpdesk)	Queries regarding NDLI and its services	support@ndl.gov.in
6	Contents and Copyright Issues	Queries related to content curation and copyright issues	content@ndl.gov.in
7	National Digital Library of India Club (NDLI Club)	Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach	clubsupport@ndl.gov.in
8	Digital Preservation Centre (DPC)	Assistance with digitizing and archiving copyright-free printed books	dpc@ndl.gov.in
9	IDR Setup or Support	Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops	idr@ndl.gov.in

Broad and Narrow Personality Traits Predicting Academic Achievement Over Compulsory Schooling

Personality traits and abilities as predictors of academic achievement

When Academic Achievement (Also) Reflects Personality: Using the Personality-Achievement Saturation Hypothesis (PASH) to Explain Differential Associations Between Achievement Measures and Personality Traits

Gender, previous knowledge, personality traits and subject-specific motivation as predictors of students’ math grade in upper-secondary school

Robust and Mid-level Personality Traits as Predictors of Adolescents ’ Academic Achievement in Secondary School

Patterns and Predictors of Adolescent Academic Achievement and Performance in a Sample of Children with Attention-Deficit/Hyperactivity Disorder

School achievement and adolescents’ interactions with their fathers, mothers, and friends

Parents' view: Unique parental perspective on adolescents' personality and prediction of academic achievement

Personality, assessment methods and academic performance

Robust and specific personality traits as predictors of adolescents’ final grades and GPA at the end of compulsory schooling

Similar Documents

Broad and Narrow Personality Traits Predicting Academic Achievement Over Compulsory Schooling

Personality traits and abilities as predictors of academic achievement

When Academic Achievement (Also) Reflects Personality: Using the Personality-Achievement Saturation Hypothesis (PASH) to Explain Differential Associations Between Achievement Measures and Personality Traits

Gender, previous knowledge, personality traits and subject-specific motivation as predictors of students’ math grade in upper-secondary school

Robust and Mid-level Personality Traits as Predictors of Adolescents ’ Academic Achievement in Secondary School

Patterns and Predictors of Adolescent Academic Achievement and Performance in a Sample of Children with Attention-Deficit/Hyperactivity Disorder

School achievement and adolescents’ interactions with their fathers, mothers, and friends

Parents' view: Unique parental perspective on adolescents' personality and prediction of academic achievement

Personality, assessment methods and academic performance

Robust and specific personality traits as predictors of adolescents’ final grades and GPA at the end of compulsory schooling