Predicting School Achievement from Motivation and Personality

2007 ◽  
Vol 21 (3/4) ◽  
pp. 207-216 ◽  
Author(s):  
Ricarda Steinmayr ◽  
Birgit Spinath
Keyword(s):  
Big Five ◽  
School Achievement ◽  
Performance Criteria ◽  
Nomological Network ◽  
Grade Point ◽  
Adolescent Students ◽  
Domain Specific ◽  
Motivational Constructs ◽  
Self Reports ◽  
And Mathematics

Abstract. The present study aims at comparing the predictive power of motivation and broad personality traits for school performance and contributes to an understanding of the nomological network of personality. A sample of German adolescent students (N = 342 11th and 12th graders, age M = 16.94, SD = .71) gave self-reports of need for achievement, domain-specific ability self-concepts and task values in German and Math as well as the Big Five of personality. Grades in German and mathematics as well as grade-point average served as performance criteria. On a bivariate zero-order level, the motivational constructs showed the hypothesized positive associations with school achievement in Math, German, and GPA. With respect to personality, only Conscientiousness was consistently positively associated with grades, whereas Neuroticism, Extraversion, Openness to Experience, and Agreeableness were either not or weakly associated with one or two out of three performance criteria. Hierarchical and stepwise regression analyses were performed with grades in Math and German as well as GPA as dependent variables. When comparing motivation and personality, domain-specific ability self-concepts were the strongest predictors of all performance criteria. Together, the present results confirm the predominance of motivational concepts over the Big Five of personality for the prediction of performance criteria and substantiate the importance to integrate trait conceptions of motivation into the nomological network of personality.

Sex differences in school achievement: what are the roles of personality and achievement motivation?

2008 ◽  
Vol 22 (3) ◽  
pp. 185-209 ◽  
Author(s):  
Ricarda Steinmayr ◽  
Birgit Spinath
Keyword(s):  
Sex Differences ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
School Achievement ◽  
Grade Point ◽  
Motivational Constructs ◽  
School Attainment ◽  
Work Avoidance ◽  
Math Grades ◽  
Gender Specific

It is consistently reported that despite equal cognitive ability, girls outperform boys in school. In several methodological steps, the present study examined sex differences in school achievement and some of the most important personality and motivational constructs in a sample of 204 females and 138 adolescent males (mean age M = 16.94 years; SD = 0.71). Grades in Math and German as well as grade point average (GPA) served as achievement criteria. Intelligence, the Big Five of personality and motivational variables (achievement motives, goal orientation, task values and ability self‐concepts) served as predictors. After controlling for intelligence, girls' grades were significantly better than boys'. Mean sex differences were found for most variables. There were no gender‐specific associations between predictors and grades. Agreeableness, work avoidance, ability self‐concepts and values ascribed to German mediated the association between sex and grades in German. Controlling for ability self‐concepts and values ascribed to Math enhanced the association between sex and math grades. We concluded that personality and motivation play important roles in explaining sex differences in school attainment. Results are discussed against the background of practical and methodological implications. Copyright © 2008 John Wiley & Sons, Ltd.

Measuring Grit

2019 ◽  
Vol 35 (3) ◽  
pp. 436-447 ◽  
Author(s):  
Fabian T. C. Schmidt ◽  
Johanna Fleckenstein ◽  
Jan Retelsdorf ◽  
Lauren Eskreis-Winkler ◽  
Jens Möller
Keyword(s):  
High School Students ◽  
University Students ◽  
School Achievement ◽  
Measurement Model ◽  
Order Structure ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Grade Point ◽  
Domain Specific ◽  
Vocational Success

Abstract. The construct grit originates from positive psychology and describes an individual’s tendency to persistently pursue long-term goals despite challenges or obstacles. Previous research has shown that domain-general grit is a predictor of educational and vocational success. The present research aimed to establish and validate a German version of the Short Grit Scale by Duckworth and Quinn (2009) , named the BISS-8 ( Beharrlichkeit and Beständiges Intere sse) Scale, and to test for the domain specificity of grit in an educational context. We conducted three studies to investigate the BISS-8 Scale: in Study 1 ( N = 525 university students) confirmatory factor analyses (CFAs) replicated a two-dimensional higher-order structure for the scale. Study 2 ( N = 173 university students) investigated the correlations of grit with external criteria such as grade point average (GPA), generalized self-efficacy, general academic self-concept, and personality traits. Finally, in Study 3 ( N = 271 high school students), we found differential correlations with school achievement for domain-specific grit. Moreover, the validity of the BISS-8 Scale was also supported for adolescents by replicating the measurement model. All in all, our results indicate the validity of the BISS-8 Scale and show the importance to account for grit in different domains.

The Two Components of Social Desirability and their Relations to Resting Frontal Brain Asymmetry

2005 ◽  
Vol 26 (1) ◽  
pp. 29-42 ◽  
Author(s):  
Cornelia A. Pauls ◽  
Jan Wacker ◽  
Nicolas W. Crost
Keyword(s):  
Impression Management ◽  
Big Five ◽  
Hemispheric Asymmetry ◽  
Incentive Motivation ◽  
Blink Rate ◽  
Frontal Brain ◽  
Self Reports ◽  
Opposite Sex ◽  
The Relationship ◽  
Α Band

Abstract. The aim of the present study was to investigate the relationships between resting frontal hemispheric asymmetry (FHA) in the low α band (8-10.25 Hz) and the two components of socially desirable responding, i.e., self-deceptive enhancement (SDE) and impression management (IM), in an opposite-sex encounter. In addition, Big Five facets, self-reports of emotion, and spontaneous eye blink rate (BR), a noninvasive indicator of functional dopamine activity, were assessed. SDE as well as IM were related to relatively greater right-than-left activity in the low α band (i.e., relative left frontal activation; LFA) and to self-reported positive affect (PA), but only SDE was related to BR. We hypothesized that two independent types of motivational approach tendencies underlie individual differences in FHA and PA: affiliative motivation represented by IM and agentic incentive motivation represented by SDE. Whereas the relationship between SDE and PA was mediated by BR, the relationship between SDE and FHA was not.

Personality Profile of Risk-Takers

2021 ◽  
pp. 1-10
Author(s):  
Elizabeth D. Joseph ◽  
Don C. Zhang
Keyword(s):  
Big Five ◽  
Risk Taking ◽  
Personality Profile ◽  
Risk Propensity ◽  
Domain Specific ◽  
Two Samples ◽  
Two Measures ◽  
Risk Takers ◽  
Risk Taker ◽  
Propensity Scale

Abstract. Risk-taking is a long-standing area of inquiry among psychologists and economists. In this paper, we examine the personality profile of risk-takers in two independent samples. Specifically, we examined the association between the Big Five facets and risk-taking propensity across two measures: The Domain-Specific Risk-Taking Scale (DOSPERT) and the General Risk Propensity Scale (GRiPS). At the Big Five domain level, we found that extraversion and agreeableness were the primary predictors of risk-taking. However, facet-level analyses revealed that responsibility, a facet of conscientiousness, explained most of the total variance accounted for by the Big Five in both risk-taking measures. Based on our findings across two samples ( n = 764), we find that the personality profile of a risk-taker is extraverted, open to experiences, disagreeable, emotionally stable, and irresponsible. Implications for the risk measurement are discussed.

STEM undergraduate students: library use, perceptions and GPA

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jung Mi Scoulas
Keyword(s):  
Undergraduate Students ◽  
Student Survey ◽  
Grade Point ◽  
Content Type ◽  
Stem Disciplines ◽  
Library Use ◽  
Library Resources ◽  
User Groups ◽  
And Mathematics ◽  
Online Library

PurposeThis study aims to examine if differences exist in undergraduate students' library use, perceptions and grade point average (GPA) among science, technology, engineering and mathematics (STEM) and non-STEM disciplines.Design/methodology/approachThe current study used data from the 2018 student survey. Among 2,277 students who completed the survey (response rate = 8%), only undergraduate students (n = 1,265) were selected for this study because the current study aims to examine the differences between STEM and non-STEM undergraduate students.FindingsThe findings from a Mann–Whitney U test revealed that STEM respondents perceived specific library resources (subject and course guide, library instructions and library workshops) as slightly less than non-STEM respondents. The results from ANOVA demonstrated that the mean scores in GPA for STEM respondents who never used online library, journals and databases were lower than respondents who used those library resources, regardless of STEM and non-STEM disciplines.Originality/valueRevisiting the data collected and analyzing specific user groups will be valuable to academic libraries because this study will provide academic librarians with a deeper understanding of specific user needs and perceptions of library resources and services.

scholarly journals The dilemma of English as a medium of instruction policy in science college programs

2021 ◽  
Vol 8 (3) ◽  
pp. 1045-1060
Author(s):  
Munassir Alhamami ◽  
Abdullah Almelhi
Keyword(s):  
Native Language ◽  
Medium Of Instruction ◽  
Science Students ◽  
Intensive English Program ◽  
Language Of Instruction ◽  
Grade Point ◽  
College Programs ◽  
Current Program ◽  
And Mathematics ◽  
Undergraduate Science

Achieving science undergraduate programs learning outcomes relies on the students’ proficiency in the language of instruction, a challenge that many policymakers ignore. This study is to understand the influence of English as a medium of instruction (EMI) policy in four undergraduate science programs, namely, Biology, Chemistry, Physics, and Mathematics, in Saudi Arabia. The data were collected from the following groups of participants: 1461 science alumni records, 769 current undergraduate science students’ surveys, and 111 science university instructors’ surveys. The results of alumni records indicated that grades of the intensive English program in the first year predict the alumni cumulative grade point average (GPA) once they finish their four-year program. The results demonstrated that the higher is the alumni’s English proficiency, the better is their cumulative GPA. The results of the current science students’ questionnaire showed their preferred language of instruction could be predicted by their attitudes and society’s attitudes. Most of these students preferred to learn sciences in their native language (Arabic), which contradicted the policy of the current program. The instructors’ questionnaire results showed that instructors held divergent perspectives on the usage of EMI and students’ native language in the undergraduate science programs. To conclude, educationists and programs policymakers need to locate more attention and interventions toward the language of instruction. It is also recommended that universities provide science students with more English courses. Science students should also have English for science purposes courses to familiarize them with the science terms and prepare them to read science materials.

scholarly journals Test Anxiety in Adolescent Students: Different Responses According to the Components of Anxiety as a Function of Sociodemographic and Academic Variables

2020 ◽  
Vol 11 ◽  
Author(s):  
Rosa Torrano ◽  
Juan M. Ortigosa ◽  
Antonio Riquelme ◽  
Francisco J. Méndez ◽  
José A. López-Pina
Keyword(s):  
Test Anxiety ◽  
Three Dimensional ◽  
Three Dimensional Model ◽  
Academic Variables ◽  
Academic Assessment ◽  
Adolescent Students ◽  
Cognitive Component ◽  
Mathematics Tests ◽  
And Mathematics ◽  
Anxiety Questionnaire

ObjectiveTest anxiety (TA) is a construct that has scarcely been studied based on Lang’s three-dimensional model of anxiety. The objective of this article is to investigate the repercussion of sociodemographic and academic variables on different responses for each component of anxiety and for the type of test in adolescent students.MethodA total of 1181 students from 12 to 18 years old (M = 14.7 and SD = 1.8) participated, of whom 569 were boys (48.2%) and 612 girls (51.8%). A sociodemographic questionnaire and the Cuestionario de Ansiedad ante los examenes-Adaptado (CAEX-A) [Test Anxiety Questionnaire-Adapted] an adaptation for Spanish secondary school levels (ESO) and Bachillerato were administered.ResultsGirls scored higher on the cognitive and physiological components of TA than boys, the intensity of the physiological response increasing with age. Bachillerato level students reported more physiological anxiety than those of ESO level. Students with better marks in the previous year presented more anxiety in the cognitive component, while those who obtained the lower mark presented higher anxiety values in the behavioral component. Participants reported that the types of tests that cause them more anxiety were oral tests in front of the class, oral presentation in front of a panel, and mathematics tests.ConclusionAdolescents show a differential response of TA based on the physiological, cognitive and motor components, mediated by the variables of gender, age, grade, academic performance and type of exam. These results serve to design specific intervention programs to manage anxiety in situations of academic assessment.

Educational Late Effects in Long-Term Survivors of Childhood Acute Lymphocytic Leukemia

PEDIATRICS ◽  
1988 ◽  
Vol 81 (1) ◽  
pp. 127-133
Author(s):  
Virginia C. Peckham ◽  
Anna T. Meadows ◽  
Nettie Bartel ◽  
Osvaldo Marrero
Keyword(s):  
Parental Support ◽  
Acute Lymphocytic Leukemia ◽  
School Achievement ◽  
Chemotherapeutic Agents ◽  
Lymphocytic Leukemia ◽  
Intrathecal Methotrexate ◽  
And Mathematics ◽  
Long Term Survivors ◽  
Reading And Mathematics

Records of levels of school achievement in long-term survivors of childhood acute lymphocytic leukemia were obtained for 23 children who had received 2,400-rad cranial irradiation and intrathecal methotrexate and standard chemotherapeutic agents 8 to 10 years previously. The children had been evaluated with standardized tests of intelligence at the time of diagnosis and periodically thereafter. Declines in IQ and cognitive dysfunctions have been previously described. School placements, educational histories, attendance records, learning strengths and weaknesses, social/emotional adjustments, and grade level achievements in reading and mathematics as measured by standardized achievement tests are reported here. Children achieved less than the expected levels in both reading and mathematics given both pretreatment and most recent IQ scores. Neither sex nor initial IQ were related to achievement scores. Children experienced difficulty with attention/concentration, memory, sequencing, and comprehension when performing school tasks. Individual children showed different degrees of dysfunction, but results of this study suggest that there are patterns of specific learning disabilities rather than global retardation. A small number of children achieved greater than expected levels, indicating that individualized instruction, tutoring, and parental support may reduce some learning deficits. Early educational intervention is recommended for similarly treated patients.

Achievement as a Momentary Event, as a Continuing State, Locus of Control: A Clarification

1980 ◽  
Vol 51 (3_suppl2) ◽  
pp. 1159-1166 ◽  
Author(s):  
Lawrence W. Sherman ◽  
Richard J. Hofmann
Keyword(s):  
Locus Of Control ◽  
Standardized Test ◽  
School Achievement ◽  
Test Results ◽  
Grade Point ◽  
Path Diagram ◽  
The Relationship ◽  
Standardized Test Results ◽  
Diagram Approach ◽  
Better Than

The relationship between locus of control and achievement is clarified by disaggregating achievement into a momentary event (standardized test results) and continuing state (grade-point average) utilizing a path diagram approach. Although there are no substantial correlations among socioeconomic status, sex, and locus of control in this study, the three variables predict school achievement as a continuing state ( R = 33) considerably better than they do as a momentary event ( R = .56) of 174 students in Grade 8.

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