Conscientiousness Is the Most Powerful Noncognitive Predictor of School Achievement in Adolescents

2016 ◽  
Vol 37 (1) ◽  
pp. 8-15 ◽  
Author(s):  
Barbara Dumfart ◽  
Aljoscha C. Neubauer
Keyword(s):  
Test Anxiety ◽  
Big Five ◽  
Extrinsic Motivation ◽  
School Achievement ◽  
High Impact ◽  
Incremental Validity ◽  
Eighth Grade Students ◽  
Individual School ◽  
Noncognitive Traits ◽  
Additional Variance

Abstract. Much research has demonstrated that intelligence and conscientiousness have a high impact on individual school achievement. To figure out if other noncognitive traits have incremental validity over intelligence and conscientiousness, we conducted a study on 498 eighth-grade students from general secondary schools in Austria. Hierarchical regressions for three criteria (GPA, science, and languages) were performed, including intelligence, the Big Five, self-discipline, grit, self-efficacy, intrinsic-extrinsic motivation, and test anxiety. Intelligence and conscientiousness alone accounted for approximately 40% in the variance of school achievement. For languages and GPA, no other personality and motivational predictors could explain additional variance; in science subjects, only self-discipline added incremental variance. We conclude that – in addition to intelligence as powerful cognitive predictor – conscientiousness is the crucial noncognitive predictor for school achievement and should be focused on when supporting students in improving their performance.

scholarly journals The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement

Psihologija ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 35-52
Author(s):  
Vladimir Dzinovic ◽  
Rajka Djevic ◽  
Ivana Djeric
Keyword(s):  
Self Efficacy ◽  
Structural Model ◽  
School Achievement ◽  
Self Regulation ◽  
Self Control ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Eighth Grade Students

Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research.

Incremental validity of narrative identity in predicting psychological well-being

2021 ◽  
Author(s):  
Sun W. Park ◽  
Soul Kim ◽  
Hyun Moon ◽  
Hyunjin Cha
Keyword(s):  
Big Five ◽  
Narrative Identity ◽  
Well Being ◽  
Value Orientation ◽  
Incremental Validity ◽  
Self Concept ◽  
Positive Relation ◽  
Psychological Well Being ◽  
Extrinsic Value ◽  
Korean Adults

Abstract The goal of the present study was to replicate and extend previous research that demonstrated the incremental validity of narrative identity in predicting psychological well-being among Korean adults. We recruited 147 Korean adults living in South Korea who completed a battery of questionnaires that assessed the Big Five traits, extrinsic value orientation, self-concept clarity, and psychological well-being. Participants then wrote a story about how they had become the persons they were, which was subsequently coded in terms of agency. We found that psychological well-being was positively related to extraversion, agreeableness, openness, conscientiousness, and self-concept clarity, but negatively to neuroticism and extrinsic value orientation. The positive relation between agency, coded from narratives, and psychological well-being was significant both with and without controlling for the other variables. These results showed that narrative identity has incremental validity in predicting well-being among individuals who live in a culture where collectivism and individualism coexist.

Ecologische schalen als personeelspsychologisch antwoord op situationele gedragsverschillen: ontwikkeling van een consciëntieusheidschaal voor promovendi

2014 ◽  
Vol 27 (3) ◽  
Author(s):  
René Butter
Keyword(s):  
Big Five ◽  
Time Management ◽  
Ecological Validity ◽  
Daily Practice ◽  
Incremental Validity ◽  
Personality Inventories ◽  
Success Criteria ◽  
Ecological Scales ◽  
Personnel Psychology ◽  
Test Outcomes

Ecological scales as personnel psychology’s response to situational behaviour differences: development of a conscientiousness scale for Ph.D. candidates Ecological scales as personnel psychology’s response to situational behaviour differences: development of a conscientiousness scale for Ph.D. candidates Personnel psychology aims to predict situational success criteria for specific jobs, but is restricted by the relatively low validity of traditional personality inventories. Individual behavior varies across situations and traditional inventories are constructed to cancel out these differences. To tackle this problem, this study presents the concept of ‘ecological scales’. These are contextualized questionnaires with a high ecological validity, meaning that the test outcomes correspond to daily practice. A time management scale was developed for Ph.D. candidates. The time management scale was significantly related to Ph.D. success and showed incremental validity above the Big Five. These results suggest that ecological scales could contribute to further improving the criterion-related validity of personality instruments.

The relationship of emotional intelligence with academic intelligence and the Big Five

2002 ◽  
Vol 16 (2) ◽  
pp. 103-125 ◽  
Author(s):  
Karen Van der Zee ◽  
Melanie Thijs ◽  
Lolle Schakel
Keyword(s):  
Emotional Intelligence ◽  
Academic Success ◽  
Big Five ◽  
Incremental Validity ◽  
Success Factor ◽  
Social Success ◽  
Self And Other ◽  
Relationship Of ◽  
The Relationship ◽  
Social And Academic Success

The present study examines the relationship of self‐ and other ratings of emotional intelligence with academic intelligence and personality, as well as the incremental validity of emotional intelligence beyond academic intelligence and personality in predicting academic and social success. A sample of 116 students filled in measures for emotional and academic intelligence, the Big Five, and indicators of social and academic success. Moreover, other ratings were obtained from four different raters on emotional intelligence and social success. Factor analysis revealed three emotional intelligence dimensions that were labelled as ‘Empathy’, ‘Autonomy’, and ‘Emotional Control’. Little evidence was found for a relationship between emotional and academic intelligence. Academic intelligence was low and inconsistently related to emotional intelligence, revealing both negative and positive interrelations. Strong relationships were found of the emotional intelligence dimensions with the Big Five, particularly with Extraversion and Emotional Stability. Interestingly, the emotional intelligence dimensions were able to predict both academic and social success above traditional indicators of academic intelligence and personality. Copyright © 2002 John Wiley & Sons, Ltd.

Incremental Validity of the Subscales of the Emotional Regulation Related to Testing Scale for Predicting Test Anxiety

2015 ◽  
Vol 30 (3) ◽  
pp. 193-208 ◽  
Author(s):  
Ronald Feldt ◽  
Kyla Lindley ◽  
Rebecca Louison ◽  
Allison Roe ◽  
Megan Timm ◽  
...  
Keyword(s):  
Test Anxiety ◽  
Emotional Regulation ◽  
Incremental Validity

scholarly journals Does Evil Prevail? The “Bright” and “Dark” Sides of Personality as Predictors of Adaptive Performance

2020 ◽  
Vol 12 (2) ◽  
pp. 474 ◽  
Author(s):  
Pedro J. Ramos-Villagrasa ◽  
Elena Fernández-del-Río ◽  
Juan Ramón Barrada
Keyword(s):  
Big Five ◽  
Big Five Personality Traits ◽  
Dark Triad ◽  
Incremental Validity ◽  
Big Five Personality ◽  
Adaptive Performance ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Job Experience ◽  
Cross Sectional Design

The turbulent context in which organizations operate today makes them search for adaptable workers. Previous studies have shown the predictive value of the “Big Five” personality traits on adaptive performance, but some authors suggest extending personality domain with the “dark” traits of personality, that is, Machiavellianism, narcissism, psychopathy (i.e., the “Dark Triad”), and sadism (which, along with the aforementioned traits, composes the “Dark Tetrad”). The present research investigates the incremental validity of the dark traits in the prediction of adaptive performance over the Big Five. The study follows a cross-sectional design with a convenience sample of 613 participants (46% women; mean age 38.78 years, SD = 14.05; mean job experience = 16.93 years, SD = 13.39) from different organizations who fill in a questionnaire with the variables. Our results showed that the Dark Triad improved the predictive model with respect to the Big Five (R2 = 0.202, ΔR2 = 0.030, p < 0.001). The statistically significant predictors were neuroticism (β = −0.127, p = 0.010), openness to experience (β = 0.155, p < 0.001), conscientiousness (β = 0.164, p = 0.001), narcissism (β = 0.134 p < 0.002), and psychopathy (β = −0.137, p = 0.005). The incorporation of sadism did not improve the Dark Triad model (R2 = 0.202, ΔR2= −0.001, p = 0.541).

scholarly journals Self‐informant agreement for personality and evaluative person descriptors: Comparing methods for creating informant measures

2010 ◽  
Vol 24 (3) ◽  
pp. 207-221 ◽  
Author(s):  
Leonard J. Simms ◽  
Kerry Zelazny ◽  
Wern How Yam ◽  
Daniel F. Gros
Keyword(s):  
Big Five ◽  
Traditional Method ◽  
Incremental Validity ◽  
Self Report ◽  
Informant Agreement ◽  
Five Dimensions ◽  
The Third ◽  
Third Person ◽  
Limited Power ◽  
The Third Person

Little attention typically is paid to the way self‐report measures are translated for use in self‐informant agreement studies. We studied two possible methods for creating informant measures: (a) the traditional method in which self‐report items were translated from the first‐ to the third‐person and (b) an alternative meta‐perceptual method in which informants were directed to rate their perception of the targets' self‐perception. We hypothesized that the latter method would yield stronger self‐informant agreement for evaluative personality dimensions measured by indirect item markers. We studied these methods in a sample of 303 undergraduate friendship dyads. Results revealed mean‐level differences between methods, similar self‐informant agreement across methods, stronger agreement for Big Five dimensions than for evaluative dimensions, and incremental validity for meta‐perceptual informant rating methods. Limited power reduced the interpretability of several sparse acquaintanceship effects. We conclude that traditional informant methods are appropriate for most personality traits, but meta‐perceptual methods may be more appropriate when personality questionnaire items reflect indirect indicators of the trait being measured, which is particularly likely for evaluative traits. Copyright © 2010 John Wiley & Sons, Ltd.

Constructive Thinking Inventory: Evidence of Validity among Iranian Managers

2005 ◽  
Vol 96 (1) ◽  
pp. 115-121 ◽  
Author(s):  
Nima Ghorbani ◽  
Ahad Framarz Ghramaleki ◽  
P. J. Watson
Keyword(s):  
Perceived Stress ◽  
Big Five ◽  
Incremental Validity ◽  
Depression And Anxiety ◽  
Constructive Thinking ◽  
Perceived Stress Scale ◽  
Stress Scale ◽  
Five Factors ◽  
Theoretical Assumptions ◽  
Big Five Factors

This study examined the validity and incremental validity of the Constructive Thinking Inventory in a sample of Iranian managers. These 159 men were 39.9 yr. old ( SD = 2.5) and volunteered to participate in a project in which they responded to the Constructive Thinking Inventory, the Big Five Factors, the Costello and Comrey Depression and Anxiety Scales, and the Perceived Stress Scale. Numerous findings confirmed the validity of the Constructive Thinking Inventory, and the Global Constructive Thinking subscale displayed incremental validity. These data supported the validity of the Constructive Thinking Inventory and its associated theoretical assumptions in a sample of Iranian managers.

Do Big Five Personality Factors Affect Individual Creativity? the Moderating Role of Extrinsic Motivation

2009 ◽  
Vol 37 (7) ◽  
pp. 941-956 ◽  
Author(s):  
Sun Young Sung ◽  
Jin Nam Choi
Keyword(s):  
Big Five ◽  
Extrinsic Motivation ◽  
Individual Performance ◽  
Openness To Experience ◽  
Personality Factors ◽  
Big Five Personality ◽  
American Business ◽  
Creative Performance ◽  
Positive Effects ◽  
Big Five Personality Factors

Creativity has been acknowledged as one of the most predominant factors contributing to individual performance in various domains of work, and both researchers and practitioners have been devoting increasing attention to creative performance. In this study, we examined the potential trait-trait interaction between the Big Five personality factors (Costa & McCrae, 1992) and the motivational orientations of individuals in shaping their creative performance. Our hypotheses were empirically tested using longitudinal data collected from 304 undergraduate students at a North American business school. Results showed that extraversion and openness to experience had significant positive effects on creative performance. Analysis also revealed that the positive relationship between openness to experience and creativity was stronger when the person possessed strong extrinsic motivation. Agreeableness was a positive predictor of creative performance only when the person's extrinsic motivation was low. Patterns found relating to personality-motivation interaction as an explanatory factor of individuals' creative performance are described.

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