scholarly journals Personality trait by intelligence interaction effects on grades tend to be synergistic

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Kimmo Sorjonen ◽  
Alma Sörberg Wallin ◽  
Daniel Falkstedt ◽  
Bo Melin
Keyword(s):  
High School ◽  
Academic Performance ◽  
Personality Traits ◽  
Personality Trait ◽  
Interaction Effect ◽  
Positive Association ◽  
Interaction Effects ◽  
Longitudinal Survey ◽  
Substantial Portion ◽  
High School Grades

Abstract Background Earlier research has identified both synergistic and compensatory personality traits by intelligence interaction effects on academic performance. Methods The present study employed data on intelligence, personality traits, and academic performance in the 1997 National Longitudinal Survey of Youth (NLSY97, N = 8984). Results Some intelligence by personality trait interaction effects, mainly involving indicators of dependability, on high school grades were identified. The interaction effects tended to be synergistic, meaning that the association between the trait and grades tended to strengthen with increased intelligence. A positive association between intelligence and the reliability in the measurement of a dependability composite score accounted for a substantial portion of the synergistic dependability by intelligence interaction effect on academic performance. Conclusions Personality trait by intelligence interaction effects on academic performance tend to be synergistic and may, at least to some degree, be due to a positive association between intelligence and reliability in the measurement of personality traits.

scholarly journals Personality by intelligence interaction effects on grades tend to be synergistic

2021 ◽  
Author(s):  
Kimmo Sorjonen ◽  
Alma Sörberg Wallin ◽  
Daniel Falkstedt ◽  
Bo Melin
Keyword(s):  
High School ◽  
Academic Performance ◽  
Personality Traits ◽  
Personality Trait ◽  
Causal Effect ◽  
Positive Association ◽  
Interaction Effects ◽  
Longitudinal Survey ◽  
High School Grades ◽  
High Degree

Earlier research has identified personality traits × intelligence interaction effects on academic performance. The present study, employing data from the 1997 National Longitudinal Survey of Youth (NLSY97, N = 8984), identified some interaction effects, mainly involving indicators of dependability, on high school grades. The interaction effects tended to be synergistic, meaning that the association between the trait and grades tended to strengthen with increased intelligence. This could be due to a sufficient level of intelligence being necessary for higher grades, and that lack thereof cannot be compensated for by a high degree of some advantageous personality trait. However, a positive association between intelligence and reliability in the measurement of personality, as well as a reversed causal effect of grades on self-rated personality moderated by intelligence, could also be contributing causes to the tendency for synergistic interaction effects.

Associations of Physical Fitness and Academic Achievement Among Illinois High School Students

2021 ◽  
Vol 78 (3) ◽  
Author(s):  
Megan Marie Weemer ◽  
Olabode Ayodele
Keyword(s):  
Physical Activity ◽  
High School ◽  
Academic Achievement ◽  
Academic Performance ◽  
High School Students ◽  
Physical Fitness ◽  
Pearson Correlation ◽  
Positive Association ◽  
School Students ◽  
The Relationship

The health benefits of physical activity are empirically supported and well accepted. However, the relationship between physical activity, physical fitness, and academic performance remains to be clearly established. The purpose of this study was to identify the relationship between physical fitness and academic achievement among a sample of Illinois high school students. Analyses were based on the 2016–2017 school year Archival Fitnessgram physical fitness test scores and cumulative GPAs of ninth- through twelfth-grade students (N = 371). Pearson correlation assessed the relationship between physical fitness and academic performance. Multiple linear regression predicted students’ academic achievement. There was a positive association between total fitness and academic achievement, although not statistically significant, r (369) = .002, p = .49. The regression prediction model was statistically significant (p < .001) and accounted for approximately 25% of the variance in academic achievement (R2 = .256, adjusted R2 = .246). Academic achievement was predicted by total number of absences and gender, and to a lesser extent by socio­economic status, the curl-up, and ethnicity. The findings of this study suggest a positive association between physical fitness and academic achievement. These results are potentially relevant to the development of future education policies. Thus, policy makers, school administrators, and educators must use the knowledge gained in this study, along with existing research, as evidence to emphasize the importance of the fitness–academic link, to further support the need for quality physical education curriculum and mandated physical fitness testing.

Predicting Academic Performance and Retention Among African American Freshmen Men

NASPA Journal ◽  
2002 ◽  
Vol 39 (4) ◽  
Author(s):  
Robert A. Schwartz ◽  
Charles M. Washington
Keyword(s):  
High School ◽  
African American ◽  
Academic Performance ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Academic Probation ◽  
Orientation Programs ◽  
High School Grades ◽  
Significant Relationships ◽  
High School Rank

To determine academic performance and retention patterns, 229 African American freshmen men at a historically African American, private liberal arts college in the Southeast were surveyed about their adaption to college using cognitive and noncognitive measures. Predictions generated by 14 independent variables were compared to the students’ actual academic performance (i.e., grades and academic probation) and retention (i.e., staying in school). Statistically significant relationships were between high school grades, high school rank, and several noncognitive variables and students’ academic performance and retention. Suggestions for admission, extended orientation programs, and increased faculty and peer support are discussed.

The interaction effect of time beliefs and interests in learning on academic performance among Japanese junior high school students

2016 ◽  
Vol 28 (1) ◽  
pp. 50-59 ◽  
Author(s):  
Ryo Ishii ◽  
Ryuichi Tamai ◽  
Masaki Kera
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Social Science ◽  
Junior High School ◽  
Interaction Effect ◽  
Junior High ◽  
Junior High School Students ◽  
Future Perspective ◽  
School Students

The present study investigated the interaction effect of time beliefs and interests in learning on the academic performance among Japanese junior high school students. We conducted a secondary analysis of a social science study whose data was provided by the Social Science Japan Data Archive. A total of 1672 junior high school students took an achievement test and responded to questionnaires that included items about time beliefs and interest in learning. The results of hierarchical multiple regression analysis showed that hedonists’ academic performance was worse than ascetics’. However, the results also showed that interests in learning had a positive influence on academic performance, and this effect was stronger for hedonists than for ascetics. These results indicate additional positive aspects of concentrating on the present time in the field of learning, and these findings may be helpful for students who do not have a future perspective.

scholarly journals Presenteeism of hotel employees: interaction effects of empowerment and hardiness

2017 ◽  
Vol 29 (10) ◽  
pp. 2592-2609 ◽  
Author(s):  
Yew Ming Chia ◽  
Mackayla J.T. Chu
Keyword(s):  
Interaction Effect ◽  
Positive Association ◽  
Interaction Effects ◽  
Order Effects ◽  
Cross Sectional ◽  
Content Type ◽  
Significance Level ◽  
Hotel Employees ◽  
East Malaysia ◽  
Negative Effect

Purpose This study aims to investigate the two-way interaction effects of empowerment and hardiness on the presenteeism of hotel employees. Design/methodology/approach Data were collected from 358 hotel employees in Sabah, East Malaysia, via a questionnaire survey and analyzed using multiplicative regression analysis. Findings The results confirm the presence of a two-way interaction effect between empowerment and hardiness on the presenteeism of hotel employees at a significance level of 0.01. Further analysis indicates that the higher the level of hardiness, the greater is its negative effect on the relationship between empowerment and the presenteeism of hotel employees. Research limitations/implications The survey was cross-sectional and causal relationships among the variables cannot be inferred. The results were gathered from selected hotels and should not be generalized to all hotel employees in Sabah, East Malaysia. Practical implications The findings challenge the assumption of a positive association between empowerment and presenteeism and demonstrate that different levels of hardiness can influence this relationship. When empowering employees, management staff should also consider the provision of resilience-related training programs for less hardy employees. This would enable such employees to handle their presenteeism behavior arising from the increased level of empowerment. Originality/value This study provides the first empirical evidence of a two-way interaction effect of predictors on the presenteeism of hotel employees and could serve to influence mainstream journals in the presenteeism literature. Researchers could apply the analytical approach to examine future studies relating to higher-order effects of predictors on the presenteeism of hotel employees.

Optimism about College Life and Academic Performance in College

1984 ◽  
Vol 55 (2) ◽  
pp. 347-350 ◽  
Author(s):  
Max Prola ◽  
Daniel Stern
Keyword(s):  
High School ◽  
Academic Performance ◽  
Grade Point Averages ◽  
College Performance ◽  
Grade Point ◽  
College Life ◽  
School Grades ◽  
High School Grades ◽  
Life Scale

The hypothesis that optimism about college is associated with academic performance was tested. The Optimism About College Life Scale was administered to 67 male and 36 female entering college freshmen, and scores correlated (.22) with grade-point averages two years later. College optimism also was significantly associated ( r = .22) with high-school grades, suggesting that the more able students are more optimistic about college and obtain higher grades in college. When the effect of high-school grades was held constant, however, the association between optimism and college academic performance diminished to a non-significant r of .17. Research on self-concept variables and college performance might also profit from a similar analysis of the role of previous academic performance.

scholarly journals Relation Between Personality Traits and Academic Performance Among University Students of RAKMHSU, UAE-Using a Big Five Model

2021 ◽  
Vol 14 (4) ◽  
pp. 2123-2129
Author(s):  
Saidunnisa Begum ◽  
Manjunatha Goud BK ◽  
Najila Abdul Hameed ◽  
Nadiya Dileep ◽  
Sreenidhi Geetha Santhosh
Keyword(s):  
Health Care ◽  
Academic Performance ◽  
Personality Traits ◽  
Big Five ◽  
Personality Trait ◽  
Cross Sectional ◽  
Grade Point ◽  
Health Care Professions ◽  
Randomized Sampling ◽  
Big Five Model

Introduction Students from diverse health care professions, their personality traits have a positive influence on their academic performance. This is viewed as an indicator of collaborative education and practice for efficient patient care. The health-care professional sciences graduates who join health sciences program should be highly motivated and determined to perform academically well to accomplish their goals. The personality trait assessment gives a holistic approach to know how efficiently students use their cognitive, psychomotor and affective domains for learning which improves patient-doctor relations and ultimately results in patient satisfaction. The objective of the study was to assess the preferred personality trait and to know its relation to their academic performance. Materials and methods The study design adopted was a prospective, cross sectional using a stratified randomized sampling. First year students enrolled for medical, dental, nursing and pharmacy programs at RAKMHSU were included in the study. The Big five model questionnaire was administered to study participants during their self-study hours and data collected were analyzed in SPSS version 18. Results The most common personality trait was openness 43% followed by agreeable 21%. The analysis of their GPA (Grade point average) found that agreeableness had high GPA and Neuroticism had the lowest GPA among all traits. The study also found that high unsuccessful students were seen with Neuroticism (31.5%), Extraversion (26.3%) followed by other traits. Conscientiousness also had positive and significant correlation with AP (p<0.001) along with agreeableness. In conclusion, each student is unique, and their personality trait can be used as an aptitude test tool during their admission process for health care professions related courses.

scholarly journals Socio-Demographic Characteristics, Personality Traits and Stress Level of Senior High School Students

2021 ◽  
Author(s):  
Lord Joseas C. Conwi ◽  
Keyword(s):  
High School ◽  
High School Students ◽  
Personality Traits ◽  
Stress Level ◽  
Personality Trait ◽  
Family Income ◽  
Senior High School ◽  
School Students ◽  
Counseling Intervention ◽  
Senior High School Students

Students involved with the medical school are perceived as stressed because of the difficulties in the field. The study was conducted to determine the relationship between personality traits and stress level as the basis for developing counseling intervention for the students. This study utilized the descriptive correlational method. The study involved 1,003 senior high school students, with ages ranging from 15-20 years old. For the findings, the majority of the students are 16-17 years old. Females outnumbered male students. The average monthly family income was ₱50,001 to ₱100,000. Most students were living with two biological parents and one sibling. Senior high school students’ dominant personality types are extraversion and agreeableness. Also, the result revealed that the leading stressors centered on academic workload, anxiety, high expectation of parents and environmental concerns. In general, there was no significant relationship between personality traits and stress level. However, it was found that there is a significant positive correlation between the personality trait of neuroticism and the stress level of the students. Moreover, there is a significant negative correlation between the personality traits of extraversion, conscientiousness, and openness and stress level. Meanwhile, there is no significant and negative relationship between the personality trait of agreeableness and stress level.

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