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Role of the Big Five Personality Traits in Predicting College Students' Academic Motivation and Achievement
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Komarraju, Meera; Karau, Steven J.; Schmeck, Ronald R. – Learning and Individual Differences, 2009
College students (308 undergraduates) completed the Five Factor Inventory and the Academic Motivations Scale, and reported their college grade point average (GPA). A correlation analysis revealed an interesting pattern of significant relationships. Further, regression analyses indicated that conscientiousness and openness explained 17% of the…
Descriptors: Personality Traits, College Students, Grade Point Average, Incentives
Conscientiousness, Achievement Striving, and Intelligence as Performance Predictors in a Sample of German Psychology Students: Always a Linear Relationship?
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Ziegler, Matthias; Knogler, Maximilian; Buhner, Markus – Learning and Individual Differences, 2009
Studies on the interface between cognitive ability (intelligence) and personality in the prediction of academic performance have yielded mixed results so far. Especially an interaction between conscientiousness (and its facet achievement striving) and intelligence has been investigated. The hypothesis is that conscientiousness enhances the impact…
Descriptors: Intelligence, Academic Achievement, Intelligence Tests, Program Effectiveness
Personal Capacity Building for the Human Services: The Roles of Curriculum and Individual Differences in Predicting Self-Concept in College/University Students
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Parker, Philip D.; Martin, Andrew J. – Learning and Individual Differences, 2008
While much research has outlined the importance of intra-psychic factors in predicting workplace success, it is rare that attention is given to the development of these factors in training for human service professions (e.g. psychology, clergy, nursing). Accordingly, the present study explores differences in self-concept, a key intra-psychic…
Descriptors: Human Services, Structural Equation Models, Personality Traits, Personality Measures
Little More than Personality: Dispositional Determinants of Test Anxiety (the Big Five, Core Self-Evaluations, and Self-Assessed Intelligence)
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Chamorro-Premuzic, Tomas; Ahmetoglu, Gorkan; Furnham, Adrian – Learning and Individual Differences, 2008
This study attempted a hierarchical integration of several dispositional determinants of test anxiety (TA) [Sarason, I.G. (1984). "Stress, anxiety and cognitive interference: Reactions to tests." "Journal of Personality and Social Psychology," 46, 929-938.], namely the Big Five personality traits [Costa, P.T. Jr., & McCrae,…
Descriptors: Personality Traits, Individual Differences, Psychological Evaluation, Structural Equation Models