The relationship of personality traits and different measures of domain-specific achievement in upper secondary education.

Autor/inn/en	Meyer, Jennifer; Fleckenstein, Johanna; Retelsdorf, Jan; Köller, Olaf
Titel	The relationship of personality traits and different measures of domain-specific achievement in upper secondary education.
Quelle	In: Learning and individual differences, (2019) 69, S. 45-59Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1041-6080
DOI	10.1016/j.lindif.2018.11.005
Schlagwörter	Pflichtbewusstsein; Korrelation; Charakter; Kognitive Kompetenz; Kognitive Leistung; Persönlichkeit; Persönlichkeitseigenschaft; Persönlichkeitsmerkmal; Schuljahr 13; Sekundarstufe II; Fachkompetenz; Notengebung; Schulnote; Englisch; Mathematik; Studienwahl; Studienfach; Akademischer Grad; Akademisierung; Fachspezifik; Offenheit; Zuordnung
Abstract	This study examined the relationship of personality traits with academic achievement, while controlling for cognitive ability. We considered two domains (Mathematics and English as a foreign language) and three achievement measures, capitalizing on a sample of N=3637 students in upper secondary education (year 13, age M=19.92 years) in Germany. First, we aimed to replicate previous results on grades and test scores. Second, we aimed to extend the body of research by adding final examinations - a school-based performance test - as a third measure. Our findings indicate an incremental predictive validity of personality traits for domain-specific academic achievement beyond cognitive ability. Conscientiousness predicted grades and final exams in both domains. Results for test scores were domain-specific: conscientiousness predicted mathematics test score, whereas openness was associated with English test score. Relationships with personality traits varied depending on the domain, the measure used, and the covariates included in the model. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/4