Personality, intelligence and approaches to learning as predictors of academic performance

Chamorro-Premuzic, Tomas and Furnham, Adrian. 2008. Personality, intelligence and approaches to learning as predictors of academic performance. Personality and Individual Differences, 44(7), pp. 1596-1603. ISSN 01918869 [Article]

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Abstract or Description

Students completed four psychometric tests soon after arriving at university: the NEO–PI-R measure of the Big Five personality traits (Costa & McCrae, 1992); the Study Process Questionnaire, which measures approaches to learning (Biggs, 1978); and two measures of cognitive ability: the Wonderlic IQ Test (Wonderlic, 1992) and the Baddeley Reasoning Test (Baddeley, 1968) of fluid intelligence (gf). A year later they completed comprehensive essay-based exams and received a mean score based on six examinations. Academic performance (AP) correlated with ability, achieving and deep learning approaches, Openness and Conscientiousness. Together, these variables explained 40% of the variance in AP. Path analyses indicated that the effects of ability on AP were mediated by personality and learning approaches.

Item Type:

Article

Identification Number (DOI):

https://doi.org/10.1016/j.paid.2008.01.003

Departments, Centres and Research Units:

Psychology

Dates:

DateEvent
2008Published

Item ID:

5029

Date Deposited:

01 Mar 2011 14:39

Last Modified:

06 Jun 2016 15:38

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/5029

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