Personality and school performance: Incremental validity of self- and peer-ratings over intelligence

被引：103

作者：

Bratko, Denis

Chamorro-Premuzic, Tomas

Saks, Zrnka

机构：

[1] Univ Zagreb, Dept Psychol, Zagreb 10000, Croatia

[2] Univ London, Goldsmith Coll, Dept Psychol, London, England

[3] Univ Zagreb, Dept Psychol, Zagreb, Croatia

来源：

PERSONALITY AND INDIVIDUAL DIFFERENCES | 2006年 / 41卷 / 01期

关键词：

personality traits; big five; school performance; intelligence; peer-ratings;

D O I：

10.1016/j.paid.2005.12.015

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

This paper examines the relationship of self and other-assessed personality with school grades in 255 (88 male) Croatian pupils. Conscientiousness was the strongest personality correlate of school grades for both self and peer-ratings. Grades were also negatively correlated with self-assessed Extraversion and Emotional Stability, and positively correlated with peer-ratings of Autonomy. When cognitive ability was partialled out correlations between personality and school grades showed little change, indicating that the effects of personality on academic performance were independent of intelligence. Hierarchical regressions indicated that personality accounted for unique variance in school grades: 18% by self- and 25% by peer-ratings. Self-ratings had only marginal incremental validity over peer-ratings in predicting school grades (3%), while incremental validity of peer- over self-ratings was larger (9%). (c) 2006 Elsevier Ltd. All rights reserved.

引用

页码：131 / 142

页数：12

共 66 条

[21]

Costa P. T., 1992, REV NEO PERSONALITY

[22]

CRONBACH LJ, 1949, ESSENTIAL PSYCHOL TE

[23] The Five-Factor Personality Inventory as a measure of the five-factor model -: Belgian, American, and Hungarian comparisons with the NEO-PI-R [J].