When Academic Achievement (Also) Reflects Personality: Using the Personality-Achievement Saturation Hypothesis (PASH) to Explain Differential Associations between Achievement Measures and Personality Traits

Autor/inn/en	Hübner, Nicolas; Spengler, Marion; Nagengast, Benjamin; Borghans, Lex; Schils, Trudie; Trautwein, Ulrich
Titel	When Academic Achievement (Also) Reflects Personality: Using the Personality-Achievement Saturation Hypothesis (PASH) to Explain Differential Associations between Achievement Measures and Personality Traits
Quelle	In: Journal of Educational Psychology, 114 (2022) 2, S.326-345 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hübner, Nicolas) ORCID (Nagengast, Benjamin) ORCID (Borghans, Lex) ORCID (Schils, Trudie) ORCID (Trautwein, Ulrich)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000571
Schlagwörter	Academic Achievement; Personality Traits; Achievement Tests; Personality Theories; Scores; Grades (Scholastic); Standardized Tests; Secondary School Students; Predictor Variables; Multiple Regression Analysis; Personality Measures; Foreign Countries; Germany; Big Five Inventory + Suchen Sie Ihr Suchwort? Schulleistung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Personality theory; Persönlichkeitstheorie; Notenspiegel; Standadised tests; Standardisierter Test; Sekundarschüler; Prädiktor; Ausland; Deutschland
Abstract	Students' academic achievement is a key predictor of various life outcomes and is commonly used for selection as well as for educational monitoring and accountability. With regard to achievement indicators, a differentiation has traditionally been drawn between grades and standardized tests. There is initial, albeit inconclusive, evidence that these indicators might differentially reflect students' personality as encapsulated in the Big Five personality traits as well as measures of cognitive abilities. In this article, we propose the personality-achievement saturation hypothesis (PASH) as an overarching model that describes the association between achievement indicators and personality. The PASH suggests that the differentiation between grades and tests is too simplistic and that associations between personality and achievement instead vary across five main features of the achievement measures that are used: level of standardization, relevance for the student, curricular validity, instructional sensitivity, and cognitive ability saturation. On the basis of findings from prior studies, we focused in particular on conscientiousness and openness to test the PASH. We used data from three large-scale studies (total N = 14,953) and aggregated our findings across these studies. In line with the PASH, the Big Five trait of conscientiousness was most strongly related to measures that were less standardized and less saturated with cognitive ability but higher on curriculum validity, relevance, and instructional sensitivity. In addition, openness was most strongly related to measures that were higher on standardization and cognitive ability saturation but lower on relevance, curriculum validity, and instructional sensitivity in English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01