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  • 1.
    Rosander, Pia
    et al.
    Department of Psychology, Lund University.
    Bäckstrom, Martin
    Department of Psychology, Lund University.
    Stenberg, Georg
    Kristianstad University, School of Education and Environment.
    Personality traits and general intelligence as predictors of academic performance: a structural equation modelling approach2011In: Learning and individual differences, ISSN 1041-6080, E-ISSN 1873-3425, Vol. 21, no 5, p. 590-596Article in journal (Refereed)
    Abstract [en]

    The aim of the present study was to investigate the extent to which personality traits, after controlling for general intelligence, predict academic performance in different school subjects. Upper secondary school students in Sweden (N=315) completed the Wonderlic IQ test (Wonderlic, 1992) and the IPIP-NEO-PI test (Goldberg, 1999). A series of hierarchical structural equation models showed that general intelligence, Conscientiousness, Extraversion and Neuroticism were significantly linked to overall academic performance. There were also different findings for a lower level of personality traits, e.g. different personality traits were associated with different subjects. The findings are discussed with regard to previous results on personality traits as determinants of academic performance in different school subjects and the fact that lower level traits may facilitate achievement in particular subjects.

  • 2.
    Rosander, Pia
    et al.
    Institutionen för Psykologi, Lunds universitet.
    Bäckström, Martin
    Institutionen för Psykologi, Lunds Universitet.
    The unique contribution of learning approaches to academic performance, after controlling for IQ and personality: are there gender differences?2012In: Learning and individual differences, ISSN 1041-6080, E-ISSN 1873-3425, Vol. 22, no 6, p. 820-826Article in journal (Refereed)
    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.

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