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The relationship of personality traits and different measures of domain-specific achievement in upper secondary education. / Meyer, Jennifer; Fleckenstein, Johanna; Retelsdorf, Jan; Köller, Olaf.

in: Learning and Individual Differences, Band 69, 2019, S. 45-59.

Publikation: Forschung - BegutachtungZeitschriftenaufsätze

Harvard

Meyer, J, Fleckenstein, J, Retelsdorf, J & Köller, O 2019, 'The relationship of personality traits and different measures of domain-specific achievement in upper secondary education' Learning and Individual Differences, Bd 69, S. 45-59. DOI: 10.1016/j.lindif.2018.11.005

APA

Meyer, J., Fleckenstein, J., Retelsdorf, J., & Köller, O. (2019). The relationship of personality traits and different measures of domain-specific achievement in upper secondary education. Learning and Individual Differences, 69, 45-59. DOI: 10.1016/j.lindif.2018.11.005

Vancouver

Meyer J, Fleckenstein J, Retelsdorf J, Köller O. The relationship of personality traits and different measures of domain-specific achievement in upper secondary education. Learning and Individual Differences. 2019;69:45-59. Erhältlich von, DOI: 10.1016/j.lindif.2018.11.005

BibTeX

@article{41a8f4ea3b80477296272fd1b0ec7cfc,
title = "The relationship of personality traits and different measures of domain-specific achievement in upper secondary education",
abstract = "This study examined the relationship of personality traits with academic achievement, while controlling for cognitive ability. We considered two domains (Mathematics and English as a foreign language) and three achievement measures, capitalizing on a sample of N = 3637 students in upper secondary education (year 13, age M = 19.92 years) in Germany. First, we aimed to replicate previous results on grades and test scores. Second, we aimed to extend the body of research by adding final examinations—a school-based performance test—as a third measure. Our findings indicate an incremental predictive validity of personality traits for domain-specific academic achievement beyond cognitive ability. Conscientiousness predicted grades and final exams in both domains. Results for test scores were domain-specific: conscientiousness predicted mathematics test score, whereas openness was associated with English test score. Relationships with personality traits varied depending on the domain, the measure used, and the covariates included in the model.",
keywords = "Development of competences and transitions, Personality traits, Five-factor model, Domain-specific achievement, Secondary education, Achievement measures",
author = "Jennifer Meyer and Johanna Fleckenstein and Jan Retelsdorf and Olaf Köller",
year = "2019",
doi = "10.1016/j.lindif.2018.11.005",
volume = "69",
pages = "45--59",
journal = "Learning and Individual Differences",
issn = "1041-6080",
publisher = "Elsevier BV",

}

RIS

TY - JOUR

T1 - The relationship of personality traits and different measures of domain-specific achievement in upper secondary education

AU - Meyer,Jennifer

AU - Fleckenstein,Johanna

AU - Retelsdorf,Jan

AU - Köller,Olaf

PY - 2019

Y1 - 2019

N2 - This study examined the relationship of personality traits with academic achievement, while controlling for cognitive ability. We considered two domains (Mathematics and English as a foreign language) and three achievement measures, capitalizing on a sample of N = 3637 students in upper secondary education (year 13, age M = 19.92 years) in Germany. First, we aimed to replicate previous results on grades and test scores. Second, we aimed to extend the body of research by adding final examinations—a school-based performance test—as a third measure. Our findings indicate an incremental predictive validity of personality traits for domain-specific academic achievement beyond cognitive ability. Conscientiousness predicted grades and final exams in both domains. Results for test scores were domain-specific: conscientiousness predicted mathematics test score, whereas openness was associated with English test score. Relationships with personality traits varied depending on the domain, the measure used, and the covariates included in the model.

AB - This study examined the relationship of personality traits with academic achievement, while controlling for cognitive ability. We considered two domains (Mathematics and English as a foreign language) and three achievement measures, capitalizing on a sample of N = 3637 students in upper secondary education (year 13, age M = 19.92 years) in Germany. First, we aimed to replicate previous results on grades and test scores. Second, we aimed to extend the body of research by adding final examinations—a school-based performance test—as a third measure. Our findings indicate an incremental predictive validity of personality traits for domain-specific academic achievement beyond cognitive ability. Conscientiousness predicted grades and final exams in both domains. Results for test scores were domain-specific: conscientiousness predicted mathematics test score, whereas openness was associated with English test score. Relationships with personality traits varied depending on the domain, the measure used, and the covariates included in the model.

KW - Development of competences and transitions

KW - Personality traits

KW - Five-factor model

KW - Domain-specific achievement

KW - Secondary education

KW - Achievement measures

U2 - 10.1016/j.lindif.2018.11.005

DO - 10.1016/j.lindif.2018.11.005

M3 - Journal articles

VL - 69

SP - 45

EP - 59

JO - Learning and Individual Differences

T2 - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -

ID: 945431