Intellectual competence and academic performance: Preliminary validation of a model

2019

The current study investigated personality traits and intelligence as predictors of academic performance (AP) and academic motivation (AM). The aim of the study was to determine to strongest and most accurate predictor of AP and AM. Furthermore, to establish Intelligence as a predictor of academic motivation. It was hypothesised that conscientiousness will out do Intelligence in predicting AP. That neuroticism will negatively impact AP. Lastly, that intelligence will be a significant predictor of AM. Research was carried out with 44 females and 35 males (N=79). Participants completed The Academic Motivation scale, The Big Five Inventory 10-item short form and the Ravens Progressive Matrices 9-item abbreviated version. Two multiple regressions were conducted to analysis the predictive ability of personality traits and Intelligence on AM and AP. Conscientiousness proved to be the strongest predictor of both AM and AP. Followed by intelligence and neuroticism. finally, intelligence did...

Personality and Individual Differences, 2007

General intelligence and personality traits from the Five-Factor model were studied as predictors of academic achievement in a large sample of Estonian schoolchildren from elementary to secondary school. A total of 3618 students (1746 boys and 1872 girls) from all over Estonia attending Grades 2, 3, 4, 6, 8, 10, and 12 participated in this study. Intelligence, as measured by the Raven's Standard Progressive Matrices, was found to be the best predictor of students' grade point average (GPA) in all grades. Among personality traits (measured by self-reports on the Estonian Big Five Questionnaire for Children in Grades 2 to 4 and by the NEO Five Factor Inventory in Grades 6 to 12), Openness, Agreeableness, and Conscientiousness correlated positively and Neuroticism correlated negatively with GPA in almost every grade. When all measured variables were entered together into a regression model, intelligence was still the strongest predictor of GPA, being followed by Agreeableness in Grades 2 to 4 and Conscientiousness in Grades 6 to 12. Interactions between predictor variables and age accounted for only a small percentage of variance in GPA, suggesting that academic achievement relies basically on the same mechanisms through the school years.

Personality and Individual Differences, 1997

It has been proposed that personality (in the narrow sense) and intelligence are uncorrelated and essentially independent constructs (Eysenck, H. J., 1994, Personality and intelligence: psychometric and experimental approaches. In R. J. Sternberg and P. Ruzgis (Eds.), Personality and intelligence (pp. 3–31), New York: Cambridge University Press). The results of this study show that personality dimensions measured by the NEO Personality Inventory stay clearly apart from academic abilities and psychometrically measured intelligence. Correlation and joint factor analyses demonstrated that most of the valid variance in academic achievement and intelligence was not related to personality measures in the Estonian population forming a separate dimension of individual differences. The lack of correlation between academic abilities and personality, however, does not exclude that individuals with low or high intellectual abilities might use their intellectual resources differently for the expression of their individuality. It was found that low-intelligence persons use their intellectual abilities primarily for seeking excitement and elaborating fantasies; high-intelligence persons, in contrast, use their intellect for regulating and controlling their affective lives.

Iranian Evolutionary Educational Psychology Journal, 2022

The aim of this study was to investigate the mediating role of adaptability in relation to personality traits (conscientiousness) and implicit beliefs of intelligence with academic outcomes. The research was a descriptive correlational study that model of study was analyzed by structural equation modeling. The research population included all high school students in Shiraz in 2020. 315 high school students (170 girls) and (145 boys) were selected by accessible sampling method. To collect data, the Rhodewalt and Jones Self Handicapping Questionnaire (1982), Student sense of connectedness with school scale (Brew et al., 2004), Adaptability Scale (Martin et al., 2012), Implicit Beliefs Intelligence Scale (Abdolfattah & Yates, 2005), Neo Personality Inventory (Costa and McCurry, 1985) were used. The grade point average of the academic scores was obtained from the participants as a self-report. The results exhibited that conscientiousness have a significant direct effect on academic outcomes (B = .67). Also, the incremental belief (B = .41), entity belief (B = .42) and adaptability (B = .24) have a significant direct effect on academic outcomes. In addition, conscientiousness indirectly affect academic outcomes through adaptability (B = .11). In addition, it was shown that the incremental belief (B = .09) and entity belief (B = .05) have an indirect effect on academic outcomes through adaptability. According to the findings, the model fit indices indicated that the model presented in this study was optimal. In general, when special attention is paid to personality traits and implicit beliefs of intelligence in educational institutions, people's adaptation increases and prepares them for success in educational fields.

Psychology in Russia State of the Art, 2012

In the current study, self-assessed intelligence (SAI) is presented as a multidimensional construct related both to personality and to psychometric intelligence. On the basis of data obtained from a Russian student sample (N = 496), the authors validate a structural model in which SAI acts as a mediating variable between latent variables of measured IQ and the trait of acceptance of uncertainty. Evidence for signi cant gender di erences in SAI in favor of men is also given.

Journal of Research in Personality, 2003

This study investigated the relationships between performance on tasks representing five cognitive domains (quantitative, categorical, spatial, causal, and propositional reasoning), self-attribution of ability in regard to them and also in regard to three general cognitive functions (processing speed, working memory, and self-monitoring and self-regulation), and the Big Five factors of personality (extraversion, agreeableness, conscientiousness, neuroticism, and openness to experience). The participants ðn ¼ 629Þ were about equally drawn from each of the age years 12–17. Structural equation modeling analyses were conducted to examine the construct validity of scores on the three research instruments. Moreover, structural equations modeling showed that self-attribution of ability is, to some extent, dependent on cognitive performance. Cognitive performance is weakly related only to two of the Big Five (openness and conscientiousness). Self-attribution of ability is substantially related to all but the neuroticism factor. Apart from openness to experience, the dependence of personality dimensions on the dimensions of cognitive self-representation tends to weaken with age. It is concluded that the influence of cognitive abilities on personality is mediated by self-awareness about them and implications are discussed.

Personality and Individual Differences, 2005

This study looks at the relationship between personality traits (Big Five), fluid (Gf) and subjectivelyassessed (SAI) intelligence. British and American university students together (N = 186) completed the NEO-PI-R (Costa & McCrae, 1992) and the RavenÕs Standard Progressive Matrices (Raven, Raven & Court, 1998) after estimating their intellectual ability on a normal distribution. As predicted, Openness to Experience was modestly but significantly related to both SAI (r = .20) and Gf (r = .21). SAI was also significantly correlated (negatively, r = À.21) with Neuroticism. Regressing the Big Five personality traits onto SAI scores, showed that these personality traits were found to account for between 9% and 16% of the variance in SAI. At the same time, SAI (and Openness) was a significant correlate and predictor of Gf, which suggests that SAI may be a mediating concept between personality and psychometric intelligence. Results are discussed with regard to current and future research perspectives on the relationship between personality and intelligence.

isara solutions, 2020

In order to compare male and female students in terms of academic achievement in relation to intelligence and personality make-up, data were collected from 100 male and 100 female students. For the purpose Raven's Progressive Matrices, Moudsley's Personality Inventory along with PDS were used to measure intelligence, introversion/ extraversion, stable/ neuroticism traits of personality. The obtained data were analysed using t-test. The results reveal that-i) female student excelled over male student in terms of academic achievement. ii) High Intelligent male as well as female student excelled over their counterparts in terms of academic achievement. iii) Extrovert male student and introvert female student exceled over their counterparts in terms of academic achievement. iv) Stable and neurotic male and female students did not differ significantly from one another in terms of their academic achievement.

Intelligence, 1989

Psychologists have searched for personality traits related to intellectual performance for nearly a half century. The greatest success has been obtained with traits that are closely related to intellectual functioning, as opposed to more general personality traits. Intellectrelated traits include such characteristics as curiosity, but may also include less studied traits. A 76-item test of intellect-related personality traits was developed, measuring both traditional traits as well as less studied ones such as absorption. The test was administered to a group of 150 individuals, of whom 46 were Gifted children, and the remainder were either part of a chronological-or mental-age comparison group. Three component-based traits were obtained: Intellectual Absorption, Apathy, and Pleasure, and these were found to be related to intellectual performance. Psychologists have searched for personality traits related to intellectual performance for more than half a century (e.g., Baron, 1985; Wechsler, 1943, 1950). Some work on the personality-intelligence connection has examined the relation of general personality traits such as extraversion, neuroticism, or locus-of-control with intelligence. A recent series of studies, for example, has examined the relation between extraversion and spatial versus verbal IQ (Robinson, 1985, 1986). Traits such as extraversion and neuroticism have not typically been considered intelligence-related, however, and with the exception of the work by

Personality and Individual Differences, 53, 4, 518-522.

Surprisingly little research has examined the interaction between cognitive ability and personality amongst adolescents. We hypothesized that high cognitive ability would be of most benefit to school per-formance amongst those adolescents who were also high in ‘‘openness/intellect’’. Respondents were 786 high school students (418 males, 359 females; 9 did not report) who completed standardized cognitive ability tests in the 7th Grade and provided personality and school performance scores in the 10th Grade. The mean age of participants in Grade 10 was 15.41 yrs. (SD = 0.53). As expected, intellect was associated with higher academic performance amongst those high in ability, but not amongst those low in ability, and this effect was consistent across different subjects, and across parametric and nonparametric analy-ses. The effect was not eliminated when other personality traits were controlled. We discuss the impli-cations of these findings for understanding and increasing academic performance.

2008

Students completed four psychometric tests soon after arriving at university: the NEO–PI-R measure of the Big Five personality traits (Costa & McCrae, 1992); the Study Process Questionnaire, which measures approaches to learning (Biggs, 1978); and two measures of cognitive ability: the Wonderlic IQ Test (Wonderlic, 1992) and the Baddeley Reasoning Test (Baddeley, 1968) of fluid intelligence (gf). A year later they completed comprehensive essay-based exams and received a mean score based on six examinations.

Intelligence, 2006

The relationship between intelligence and personality has been of scientific interest for over 100 years. However, most contemporary estimates of these relationships are limited because they do not separate the variance due to general and narrow cognitive abilities. This study demonstrates that this methodological oversight can distort estimates of intelligence-personality associations by masking true effects and falsely showing others. To test this proposition, we examine correlations between several personality and ability scales, and then repeat the analyses using latent modeling techniques where variance due to general intelligence (g) and narrow mental abilities is appropriately separated. Our results show that estimates of specific intelligencepersonality associations based on observed test scores can be both erroneously inflated or deflated.

2004

Students (N= 83) completed one personality and four intelligence tests a week after arriving at university. Three months later they were presented with the descriptive statistics and norms for these measures (as well as a full description of what each attempted to test) and asked to estimate their scores. Correlations between estimated and actual scores showed wider variations for personality (r=. 27 for Agreeableness; r=. 58 for Conscientiousness) than intelligence, where correlation varied between r=.

Personality and …, 2002

Surprisingly little research has examined the interaction between cognitive ability and personality amongst adolescents. We hypothesized that high cognitive ability would be of most benefit to school performance amongst those adolescents who were also high in ‘‘openness/intellect’’. Respondents were 786 high school students (418 males, 359 females; 9 did not report) who completed standardized cognitive ability tests in the 7th Grade and provided personality and school performance scores in the 10th Grade. The mean age of participants in Grade 10 was 15.41 yrs. (SD= 0.53). As expected, intellect was associated with higher academic performance amongst those high in ability, but not amongst those low in ability,and this effect was consistent across different subjects, and across parametric and nonparametric analyses. The effect was not eliminated when other personality traits were controlled. We discuss the implications of these findings for understanding and increasing academic performance