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The unique contribution of learning approaches to academic performance, after controlling for IQ and personality: are there gender differences?
Institutionen för Psykologi, Lunds universitet. (Forskningsmiljön ForFame)ORCID-id: 0000-0001-5947-5594
Institutionen för Psykologi, Lunds Universitet.
2012 (engelsk)Inngår i: Learning and individual differences, ISSN 1041-6080, E-ISSN 1873-3425, Vol. 22, nr 6, s. 820-826Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The present study investigated the unique contribution of learning approaches to academic performance, also taking gender differences into account. The participant sample consisted of 476 school pupils (53% girls and 47% boys) from two upper secondary schools in Sweden who completed two self-reported measures related to personality and learning approaches and one cognitive ability test. A series of hierarchical regressions were performed with participants' school subject-specific grades as the criterion variable and learning approaches as the predictor variable, after controlling for all variance related to IQ and personality. The results showed that learning approaches accounted for 6% and 16% of the variance in academic performance for girls and boys, respectively. The results are discussed in terms of possible explanations for and implications of the gender differences found.

sted, utgiver, år, opplag, sider
2012. Vol. 22, nr 6, s. 820-826
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-10040DOI: 10.1016/j.lindif.2012.05.011OAI: oai:DiVA.org:hkr-10040DiVA, id: diva2:588940
Tilgjengelig fra: 2013-01-16 Laget: 2013-01-16 Sist oppdatert: 2017-12-06bibliografisk kontrollert
Inngår i avhandling
1. The importance of personality, IQ and learning approaches: predicting academic performance
Åpne denne publikasjonen i ny fane eller vindu >>The importance of personality, IQ and learning approaches: predicting academic performance
2012 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

The aim of the present doctoral thesis was to examine to what extent personality traits and approaches to learning contribute to academic performance in upper secondary school (high school), after controlling for the well-known fact that general intelligence accounts for a large part of the variance. The general proposition of the thesis is that personality traits are stable dispositions and therefore predispose an individual to behave or act in a specific manner (Costa & McCrae, 1976). Additionally, another important determinant of academic performance is students’ approaches to learning, the way someone studies and makes sense of a particular school subject (Biggs, 1999). Study I examined how personality traits, divided into facets, predict academic performance in different school subjects. The results from several SEM analyses showed that personality, specifically Conscientiousness, has a positive influence on academic performance. In addition, there was a negative relation between Extraversion and academic performance and a positive relation between Neuroticism and academic performance. There were also interesting findings on the facet levels for all traits. The major conclusion of this study is that personality traits, both on the factor level and on the facet level, are important to academic performance in general, but sometimes more specifically to different school subjects. In Study II, the aim was to investigate the unique contribution of learning approaches to academic performance. A second aim was to explore possible gender differences in learning approaches. It was found that learning approaches contributed uniquely to academic performance, over and above personality and general intelligence. Differences between girls and boys were found, both with respect to the use of learning approaches and the consequences of these learning approaches for performance results. Based on a longitudinal design, the aim of Study III was to explore to what extent personality traits predict academic performance. Conscientiousness, Extraversion and Neuroticism were found to predict overall academic performance. Results suggest that personality traits, as measured at the age of 16, can predict academic performance at the age of 19, and more specifically: the grades of conscientious students improved from age 16 to age 19. This study extends previous work by assessing the relationship between the Big Five and academic performance over a three-year period.

sted, utgiver, år, opplag, sider
Lund: Lund University, Faculty of Social Sciences, Department of Psychology, 2012. s. 94
Emneord
personality, IQ, learning approaches, academic performance, high school
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-10042 (URN)978-7473-413-3 (ISBN)
Disputas
Kulturens auditorium, Lund (svensk)
Opponent
Veileder
Tilgjengelig fra: 2013-01-16 Laget: 2013-01-16 Sist oppdatert: 2015-01-12bibliografisk kontrollert

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