Separating narrow and general variance in intelligence-personality associations

Von Stumm, Sophie; Chamorro-Premuzic, Tomas; Quiroga, Maria Angeles and Colom, Roberto. 2009. Separating narrow and general variance in intelligence-personality associations. Personality and Individual Differences, 47(4), pp. 336-341. ISSN 0191-8869 [Article]

No full text available

Abstract or Description

Learning approaches, i.e. students’ learning strategies and motives, predict academic performance but it is not clear how much variance they share with intelligence and personality. Here, the relationship of the Big Five personality traits, intelligence, and Typical Intellectual Engagement (TIE) with deep, achieving and surface learning was explored in a sample of 579 British undergraduate students. A structural equation model showed that (a) intelligence was negligibly associated with learning approaches; (b) TIE was strongly related to all three types of learning approaches; (c) deep learning shared the greatest amount of variance with TIE, while (d) achieving learning was best explained by Extraversion, Openness to Experience, and Conscientiousness. Only 25% of the variance in surface learning was accounted for by intelligence and personality. Thus, personality traits and learning approaches share much variance but not enough to dismiss either construct as redundant.

Item Type:


Identification Number (DOI):

Departments, Centres and Research Units:




Item ID:


Date Deposited:

16 Jul 2015 14:40

Last Modified:

04 Jul 2017 13:56

Peer Reviewed:

Yes, this version has been peer-reviewed.


Edit Record Edit Record (login required)