Personality traits and abilities as predictors of academic achievement

被引：22
|
作者：
Gilles, PY [1 ]
Bailleux, C [1 ]
机构：
[1] Univ Aix Marseille 1, Ctr Rech Psy CLE, F-13621 Aix En Provence 1, France
来源：
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION | 2001年 / 16卷 / 01期
关键词：
academic achievement; Big Five; path analysis;
D O I：
10.1007/BF03172991
中图分类号：
G44 [教育心理学];
学科分类号：
0402 ; 040202 ;
摘要：
The purpose of this study was to demonstrate the respective effects of cognitive abilities and personality traits on academic achievement. The subjects were 141 sixth-grade French adolescents (mean age: 12) who took three cognitive tests (g factor, numerical ability, and spatial ability) and answered a personality questionnaire based on the Big Five Model. Path analyses indicated that Openness-intellect had an effect on junior high school achievement in all disciplines, with most effects being indirect ones mediated by verbal achievement (French). Neuroticism-anxiety also had an effect, although not as marked and mainly on mathematics. Personality is complementary to abilities in predicting academic achievement. Possible conceptual extensions and field applications are addressed in the conclusion.
引用
收藏
页码：3 / 15
页数：13
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