A meta-analysis of adult-rated child personality and academic performance in primary education
A meta-analysis of adult-rated child personality and academic performance in primary education
复制标题
DOI：
10.1111/bjep.12019
复制
发表时间：
2014-06-01
影响因子：
3.7
通讯作者：
Poropat, Arthur E.
中科院分区：
文献类型：
--
作者：
Poropat, Arthur E.
背景人格与学习成绩可靠相关，但在小学教育中人格测量可能存在问题。幼儿发现很难准确地自我评价人格，成人人格的主导模型可能不适合儿童。目的进行这项荟萃分析，以确定人格的五因素模型（FFM）在统计学上预测儿童学习成绩的有效性。样本文献检索确定了12篇报告，累积样本量为4，382（19个相关性）至5，706方法Hunter-Schmidt随机效应荟萃分析被使用，和主持人进行了测试使用样本加权regression.ResultsWhen compared with self-rated measures，adult rated Concientiousness and Openness are more strongly correlated with academic performance，但成人评定的可信赖性相关性较低。基于Q集的评估效度较低，这似乎可以解释评级来源的调节作用。没有发现年龄，年的教育（等级1-7），或语言内的研究covered. ConclusionsConsciousness和开放性有两个最强的相关性与学业成绩尚未报告，与以前的荟萃分析相关性的学业成绩与教学质量，认知能力和反馈。实况调查似乎适用于儿童教育研究。开放性在儿童气质模型中没有对应的模型，需要进一步对儿童进行研究。未来的研究应审查儿童个性的测量，其与智力的关系，在小学教育中的可塑性程度，以及其与学业成绩的因果关系。
BackgroundPersonality is reliably associated with academic performance, but personality measurement in primary education can be problematic. Young children find it difficult to accurately self-rate personality, and dominant models of adult personality may be inappropriate for children.AimsThis meta-analysis was conducted to determine the validity of the Five-Factor Model (FFM) of personality for statistically predicting children's academic performance.SampleLiterature search identified 12 reports, with cumulative sample sizes ranging from 4,382 (19 correlations) to 5,706 (23 correlations) for correlations with Emotional Stability and Conscientiousness respectively.MethodHunter-Schmidt random-effects meta-analysis was used, and moderators were tested using sample-weighted regression.ResultsWhen compared with self-rated measures, adult-rated Conscientiousness and Openness were more strongly correlated with academic performance, but adult-rated Agreeableness was less strongly correlated. Q-set-based assessments had lower validity, which appeared to explain moderating effects of rating source. Moderating effects were not found for age, year of education (grades 1-7), or language within which the study was conducted.ConclusionsConscientiousness and Openness had two of the strongest correlations with academic performance yet reported, comparable with previous meta-analytic correlations of academic performance with instructional quality, cognitive ability, and feedback. The FFM appears to be valid for educational research with children. Openness, which has no counterpart in models of children's temperament, should be further researched with children. Future research should examine the measurement of childhood personality, its relationship with intelligence, the extent to which it is malleable in primary education, and its causal relationship with academic performance.