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Personality traits measured at baseline can predict academic performance in upper secondary school three years late

Rosander, Pia and Bäckström, Martin LU (2014) In Scandinavian Journal of Psychology 55(6). p.611-618
Abstract
The aim of the present study was to explore the ability of personality to predict academic performance in a longitudinal study of a Swedish upper secondary school sample. Academic performance was assessed throughout a three-year period via final grades from the compulsory school and upper secondary school. The Big Five personality factors (Costa & McCrae, 1992) - particularly Conscientiousness and Neuroticism - were found to predict overall academic performance, after controlling for general intelligence. Results suggest that Conscientiousness, as measured at the age of 16, can explain change in academic performance at the age of 19. The effect of Neuroticism on Conscientiousness indicates that, as regarding getting good grades, it is... (More)
The aim of the present study was to explore the ability of personality to predict academic performance in a longitudinal study of a Swedish upper secondary school sample. Academic performance was assessed throughout a three-year period via final grades from the compulsory school and upper secondary school. The Big Five personality factors (Costa & McCrae, 1992) - particularly Conscientiousness and Neuroticism - were found to predict overall academic performance, after controlling for general intelligence. Results suggest that Conscientiousness, as measured at the age of 16, can explain change in academic performance at the age of 19. The effect of Neuroticism on Conscientiousness indicates that, as regarding getting good grades, it is better to be a bit neurotic than to be stable. The study extends previous work by assessing the relationship between the Big Five and academic performance over a three-year period. The results offer educators avenues for improving educational achievement. (Less)
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author
organization
publishing date
type
Contribution to journal
publication status
published
subject
keywords
Personality traits, Big Five, academic performance, longitudinal, upper, secondary school, suppressor effect
in
Scandinavian Journal of Psychology
volume
55
issue
6
pages
611 - 618
publisher
Wiley-Blackwell
external identifiers
  • wos:000345219900013
  • scopus:84911362088
ISSN
1467-9450
DOI
10.1111/sjop.12165
language
English
LU publication?
yes
id
c039f4ae-4f4b-4143-af9a-c75e07df10ea (old id 4982969)
date added to LUP
2015-01-27 10:38:30
date last changed
2017-11-05 03:55:18
@article{c039f4ae-4f4b-4143-af9a-c75e07df10ea,
  abstract     = {The aim of the present study was to explore the ability of personality to predict academic performance in a longitudinal study of a Swedish upper secondary school sample. Academic performance was assessed throughout a three-year period via final grades from the compulsory school and upper secondary school. The Big Five personality factors (Costa & McCrae, 1992) - particularly Conscientiousness and Neuroticism - were found to predict overall academic performance, after controlling for general intelligence. Results suggest that Conscientiousness, as measured at the age of 16, can explain change in academic performance at the age of 19. The effect of Neuroticism on Conscientiousness indicates that, as regarding getting good grades, it is better to be a bit neurotic than to be stable. The study extends previous work by assessing the relationship between the Big Five and academic performance over a three-year period. The results offer educators avenues for improving educational achievement.},
  author       = {Rosander, Pia and Bäckström, Martin},
  issn         = {1467-9450},
  keyword      = {Personality traits,Big Five,academic performance,longitudinal,upper,secondary school,suppressor effect},
  language     = {eng},
  number       = {6},
  pages        = {611--618},
  publisher    = {Wiley-Blackwell},
  series       = {Scandinavian Journal of Psychology},
  title        = {Personality traits measured at baseline can predict academic performance in upper secondary school three years late},
  url          = {http://dx.doi.org/10.1111/sjop.12165},
  volume       = {55},
  year         = {2014},
}