scholarly journals Predicting early academic achievement: The role of higher-versus lower-order personality traits

Psihologija ◽  
2011 ◽  
Vol 44 (4) ◽  
pp. 295-306 ◽  
Author(s):  
Maja Zupancic ◽  
Tina Kavcic
Keyword(s):  
Academic Achievement ◽  
Personality Traits ◽  
Cognitive Ability ◽  
Lower Order ◽  
Parenting Practices ◽  
First Graders ◽  
Higher Order ◽  
First Year ◽  
Early Academic Achievement

The study explored the role of children?s (N = 193) individual differences and parental characteristics at the beginning of the first year of schooling in predicting students? attainment of academic standards at the end of the year. Special attention was paid to children?s personality as perceived by the teachers? assistants. Along with parents? education, parenting practices and first-graders? cognitive ability, the incremental predictive power of children?s higher-order (robust) personality traits was compared to the contribution of lower-order (specific) traits in explaining academic achievement. The specific traits provided a somewhat more accurate prediction than the robust traits. Unique contributions of maternal authoritative parenting, children?s cognitive ability, and personality to academic achievement were established. The ratings of first-graders? conscientiousness (a higher-order trait) improved the prediction of academic achievement based on parenting and cognitive ability by 12%, whereas assistant teacher?s perceived children?s intelligence and low antagonism (lower-order traits) improved the prediction by 17%.

The mediating role of cognitive ability on the relationship between motor proficiency and early academic achievement in children

2018 ◽  
Vol 57 ◽  
pp. 149-157 ◽  
Author(s):  
Geneviève Cadoret ◽  
Nathalie Bigras ◽  
Stéphanie Duval ◽  
Lise Lemay ◽  
Tania Tremblay ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Cognitive Ability ◽  
Motor Proficiency ◽  
Mediating Role ◽  
Early Academic Achievement ◽  
The Relationship

Role of Emotional Intelligence in Academic Achievement

2014 ◽  
pp. 255-263 ◽  
Author(s):  
Tripti Singh ◽  
Manish Kumar Verma ◽  
Rupali Singh
Keyword(s):  
Academic Achievement ◽  
Emotional Intelligence ◽  
Social Intelligence ◽  
Engineering Students ◽  
School Level ◽  
First Year ◽  
First Year Students ◽  
Academic Achievements ◽  
Emotional Intelligence Inventory

The purpose of this study is to see whether there is a relationship between emotional intelligence and academic achievement. The study respondents were B.Tech first year students from the Agra region. Sampling is stratified, making sure that gender, race, socioeconomic status, and abilities are appropriately represented. The respondents are given Emotional Intelligence Inventory (EII–MM), developed by S. K. Mangal and Shubhra Mangal. It consists of 100 items under four scales .The analysis suggests that there is a significant relationship between Emotional Intelligence and Academic Achievement. IQ alone is no more the measure for success; emotional intelligence, social intelligence, and luck also play a big role in a person's success. This study contributes in acknowledging the fact that even engineering students’ academic achievements are attached with Emotional intelligence. Thus, teaching emotional and social skills only at the school level is not sufficient; this can be taught in engineering studies, as well for accomplishing high academic achievements.

Role of Personality Traits and Psychological Capital in Academic Achievement: A Longitudinal Study

2019 ◽  
Vol 2019 (1) ◽  
pp. 18116
Author(s):  
Ranjeet Nambudiri ◽  
Rihana Shaik ◽  
Santosh Tiwari ◽  
Swati Ghulyani
Keyword(s):  
Academic Achievement ◽  
Longitudinal Study ◽  
Personality Traits ◽  
Psychological Capital

scholarly journals Tubulin Acetylation Promotes Penetrative Capacity of Cells Undergoing Radial Intercalation

2021 ◽  
Author(s):  
Caitlin Collins ◽  
Sun K. Kim ◽  
Rosa Ventrella ◽  
Jen W. Mitchell ◽  
Brian Mitchell
Keyword(s):  
Lower Order ◽  
Higher Order ◽  
Epithelial Barrier ◽  
Post Translational Modification ◽  
Tissue Penetration ◽  
Tubulin Acetylation ◽  
Different Types ◽  
Microtubule Networks ◽  
Differential Timing

AbstractThe post-translational modification of tubulin provides a wide diversity of differential functions to microtubule networks. Here we address the role of tubulin acetylation on the penetrative capacity of cells undergoing radial intercalation in the skin of Xenopus embryos. Radial intercalation is the process by which cells move apically and penetrate the epithelial barrier via inserting into the outer epithelium. As such there are two opposing forces that regulate the ability of cells to intercalate: the restrictive forces of the epithelial barrier versus the penetrative forces of the intercalating cell. By positively and negatively modulating tubulin acetylation specifically in the intercalating cells, the timing of intercalation can be altered such that cells with more acetylated microtubules penetrate the epithelium faster. Moreover, the Xenopus epithelium is a complex array of variable types of vertices and we find that intercalating cells preferentially penetrate at higher order “rosette” vertices as opposed to the more prevalent tricellular vertices. We observed differential timing in the ability of cells to penetrate different types of vertices, indicating lower order vertices represent more restrictive sites of insertion. Interestingly, we are able to shift the accessibility of early intercalating cells towards the more restrictive tricellular junctions by modulating the level of tubulin acetylation and the subsequent penetrative capacity of intercalating cells. Overall our data implicate tubulin acetylation in driving tissue penetration of intercalating cells.

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