Using personality and cognitive ability to predict academic achievement in a young adult sample

被引：27

作者：

Beaujean, A. Alexander ^{[1
]}

Firmin, Michael W. ^{[2
]}

Attai, Shanna ^{[1
]}

Johnson, Courtney B. ^{[3
]}

Firmin, Ruth L. ^{[3
]}

Mena, Kena E. ^{[2
]}

机构：

[1] Baylor Univ, Waco, TX 76798 USA

[2] Cedarville Univ, Cedarville, OH USA

[3] Indiana Univ Purdue Univ, Indianapolis, IN 46202 USA

来源：

PERSONALITY AND INDIVIDUAL DIFFERENCES | 2011年 / 51卷 / 06期

关键词：

Five Factor Model; Academic achievement; University students; Latent variable model; Cognitive ability; MAXIMUM-LIKELIHOOD-ESTIMATION; INDIVIDUAL-DIFFERENCES; BIG; 5; INTELLIGENCE; PERFORMANCE; SUCCESS; METAANALYSIS; VALIDITY; TRAITS; MODEL;

D O I：

10.1016/j.paid.2011.06.023

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

This study examined the relationship between cognitive ability, personality, and academic achievement in post-secondary students, using latent variable models. Testing both simple and complex relationships, we found that cognitive ability and personality predicted reading achievement independently, but that they interact when predicting math achievement - at least in the Conscientiousness and Openness to Experience domains. (C) 2011 Elsevier Ltd. All rights reserved.

引用

页码：709 / 714

页数：6

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