A validation of the NEO-FFI in a sample of young adults:: Effects of the response format, factorial validity, and relations with indicators of academic achievement

The German version of the NEO Five-Factor Inventory by Borkenau and Ostendorf (1993) was administered in a large student assessment study (N = 4,236 13(th) graders attending 149 the equivalent of grammar schools [Gymnasium]). Following the recommendation of Rost, Carstensen, and von Davier (1999), a four-point response format was used. The findings relate to three main issues. Firstly, the reliabilities of the scales were shown to be satisfactory (Cronbach's alpha between .73 and .83). Secondly, the five-factor structure expected was replicated with moderate scale intercorrelations (r < 1.371); the factor structure proved to be invariant in subgroup analyses. Thirdly, the five factors were found to correlate with various indicators of academic achievement (GPA in the school-leaving examination, achievement in mathematics and English). Multi-level analyses showed that conscientiousness and openness to experience had a significant effect on GPA and that openness to experience had a positive effect on English achievement.