Personality and Self-Assessed Intelligence: Can Gender and Personality Distort Self-Assessed Intelligence?

Autor/inn/en	Chamorro-Premuzic, Tomas; Furnham, Adrian
Titel	Personality and Self-Assessed Intelligence: Can Gender and Personality Distort Self-Assessed Intelligence?
Quelle	In: Educational Research and Reviews, 1 (2006) 7, S.227-233 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1990-3839
Schlagwörter	Foreign Countries; College Students; Females; Personality; Intelligence; Sex; Self Evaluation (Individuals); Context Effect; Psychometrics; Personality Traits; Cognitive Ability; Regression (Statistics); Models; United Kingdom; Raven Progressive Matrices; Wonderlic Personnel Test + Suchen Sie Ihr Suchwort? Ausland; Collegestudent; Weibliches Geschlecht; Personalität; Intelligenz; Klugheit; Geschlecht; Geschlechtsverkehr; Psychometry; Psychometrie; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Denkfähigkeit; Regression; Regressionsanalyse; Analogiemodell; Großbritannien
Abstract	This paper examines the extent to which self-assessed intelligence (SAI) may be a function of personality traits, gender, and "actual" intellectual ability (as measured through psychometric g) in a sample of 188 (119 female) UK university students. Participants completed three cognitive ability tests and the "Big Five" personality inventory after estimating their own multiple intelligences. Psychometric "g" (extracted from the three ability test scores) was a significant predictor of SAI (extracted from self-assessed multiple intelligences), accounting for 10% of the variance. When personality was added to the regression model, the percentage of variance explained increased to 22%, whilst gender accounted for an additional 7% (total = 29%). Emotional Stability (rather than Neuroticism) and Extraversion (rather than Introversion) were associated with higher SAI. Theoretical implications with regard to the taxonomic position of SAI, and practical implications with regard to educational and occupational assessment and performance are discussed. (Contains 3 tables, 1 figure and 1 footnote.) (As Provided).
Anmerkungen	Academic Journals. e-mail: err@academic.journals.org; e-mail: service@academicjournals.org; Web site: http://academicjournals.org/ERR2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10