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Autor/inn/enGatzka, Thomas; Hell, Benedikt
TitelOpenness and postsecondary academic performance: A meta-analysis of facet-, aspect-, and dimension-level correlations.
QuelleIn: The journal of educational psychology, 110 (2018) 3, S. 355-377Infoseite zur Zeitschrift
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Spracheenglisch
Dokumenttyponline; gedruckt; Zeitschriftenaufsatz
ISSN0022-0663; 1939-2176
DOI10.1037/edu0000194
SchlagwörterMetaanalyse; Intelligenz (Psy); Lernen
AbstractInvestigated the relationship between openness to experience and academic achievement. The authors focus on specific components of openness (i.e., facets and aspects). Prior research is extended by presenting a meta-analysis on the relationship between six openness facets and postsecondary academic performance. Furthermore, results from meta-analytic structural equation modeling are reported. They included the effects of two openness aspects, which form an intermediate construct-level between dimension and facets, on academic achievement. Finally, two possible moderators were investigated in a dimension-level meta-analysis. Overall, it is suggested that (1) only two openness facets are positive predictors of academic performance, (2) the two openness aspects have contrary effects on academic achievement, and (3) the correlation between openness and academic performance is moderated by openness scales and academic majors. It is concluded that the true potential of openness for predicting academic performance is concealed within the heterogeneity of the construct. Perspectives for future research are discussed. (ZPID).
Erfasst vonLeibniz-Institut für Psychologie, Trier
Update2019/4
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