Cognitive ability, learning potential, and personality traits as predictors of academic achievement by engineering and other science and technology students

2001 ◽  
Vol 15 (1) ◽  
Author(s):  
R Van Eeden ◽  
M De Beer ◽  
CH Coetzee
Keyword(s):  
Academic Achievement ◽  
Personality Traits ◽  
Cognitive Ability ◽  
Science And Technology ◽  
Learning Potential ◽  
Technology Students ◽  
Predictors Of Academic Achievement

The Actiotope Model of Giftedness: Its Relationship With Motivation, and the Prediction of Academic Achievement Among Turkish Students

2015 ◽  
Vol 32 (1) ◽  
pp. 41-55 ◽  
Author(s):  
Marilena Z. Leana-Taşcılar
Keyword(s):  
Academic Achievement ◽  
Regression Analysis ◽  
Intrinsic Motivation ◽  
Personality Traits ◽  
Extrinsic Motivation ◽  
Stepwise Regression ◽  
Economic Capital ◽  
Motivational Orientation ◽  
The Relationship ◽  
Predictors Of Academic Achievement

The Actiotope Model of Giftedness (AMG) focuses on person-environment interactions instead of on the personality traits associated with actions. Motivation is a combination of intrinsic and extrinsic forces that are fundamental to the production of actions. Therefore, the resources provided by the environment or person are important for the creation of motivation. The aim of this study was to explore the relationship between resources and motivation components, and to determine which were predictors of academic achievement among Turkish students (440 students, 206 from the 4th grade and 234 from the 7th grade). The Questionnaire of Educational and Learning Capital (QELC) was used to assess the resources described in the AMG, and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom (IVEMOCS) was used to assess the motivation components. Findings showed significant correlations between all resources and two motivation components: intrinsic and dependence on the teacher. Using stepwise regression analysis, in 4th-graders, infrastructural capital and extrinsic motivation were found to predict academic achievement; and in 7th-graders, intrinsic motivation, economic capital, extrinsic motivation and didactic capital were found to predict academic achievement.

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%.

scholarly journals Personality as Predictors of Academic Achievement among University Students

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Saima Hafiz
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
University Students ◽  
Science And Technology ◽  
Behavioral Patterns ◽  
Personality Dimensions ◽  
Male And Female ◽  
Neo Five Factor Inventory ◽  
Over Time ◽  
Predictors Of Academic Achievement

There are various factors which contribute to academic success. Personality is one of those which are very important in determining the academic success. With the advancement of science and technology, we are more inclined towards bad living styles so does influence our personality as well. Academic achievement is defined as one’s capability to achieve success by utilizing skills. It is considered as means of excellence to achieve success in one’s life. The paper intends to investigate different personality dimensions as predictors of academic achievement. Personality can be defined as a collection of emotional, thought and behavioral patterns that are unique to each person and stable over time. NEO- five factor inventory was administered to collect data among the respondents. A sample of 60 students including male and female was taken for the study. Step wise regression was applied to analyze the data. This study will help in determining the dimensions those results in academic success. The implications of the study are further elucidated.

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