Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability
Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability
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DOI：
10.1016/j.jrp.2014.06.005
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发表时间：
2014-10-01
影响因子：
3.3
通讯作者：
Brackett, Marc
中科院分区：
文献类型：
--
作者：
Ivcevic, Zorana;Brackett, Marc
本文检验了三个拟议的学校成绩自我调节预测指标的有效性：责任心、毅力和情绪调节能力（ERA）。在私立高中学生样本（N = 213）中，我们测量了这些结构以及从记录中获得的学校成功指数（违规行为、学术认可、荣誉和 GPA）以及自我报告的对学校的满意度。回归分析表明，在控制了其他“大五”特征后，所有学校成绩都可以通过责任心和自责能力显着预测，但不能通过毅力显着预测。讨论的重点是广泛的人格特质（责任心；典型表现的衡量标准）和自我调节能力（ERA；最大表现的衡量标准）在预测学业成功方面的重要性。 (C) 2014 Elsevier Inc. 保留所有权利。
The present paper examines validity of three proposed self-regulation predictors of school outcomes Conscientiousness, Grit and Emotion Regulation Ability (ERA). In a sample of private high school students (N = 213) we measured these constructs along with indices of school success obtained from records (rule violating behavior, academic recognitions, honors, and GPA) and self-reported satisfaction with school. Regression analyses showed that after controlling for other Big Five traits, all school outcomes were significantly predicted by Conscientiousness and ERA, but not Grit. The discussion focuses on the importance of broad personality traits (Conscientiousness; measure of typical performance) and self-regulation abilities (ERA; measure of maximal performance) in predicting school success. (C) 2014 Elsevier Inc. All rights reserved.