Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance
Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance
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DOI：
10.1016/j.lindif.2003.08.002
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发表时间：
2002-01-01
影响因子：
3.6
通讯作者：
McDougall, F
中科院分区：
文献类型：
--
作者：
Furnham, A;Chamorro-Premuzic, T;McDougall, F
使用英国大学生样本（N = 93）进行的纵向研究探讨了大五人格特征、认知能力和智力信念（BAI）之间的关系。这三组变量用于预测 2 年期间汇总的学业成绩 (AP)（即考试成绩）以及研讨会表现（即课堂行为、论文分数和出勤记录）。相关分析表明，人格（但不是智力）与 BAI（特别是实体信念与增量信念）相关：更有责任心的参与者更有可能认为智力可以在整个生命周期中增加，而低责任心的个体更有可能认为智力是稳定的。然而，这些信念本身与 AP 并没有显着相关；只有人格特质（尽责性为正，外向性为负）和性别与 AP 显着相关。此外，经过一系列的层次回归，结果表明，与认知能力、BAI 和性别相比，大五人格特征是 AP 更好的预测因子。当研讨会绩效指标回归到这些变量上时，得到了类似的模式：个性是缺勤、论文分数和研讨会课堂行为（由不同导师评分）的最有力预测因素，而责任心是最重要的预测因素。讨论了对大学学业成功预测和学生环境选择的影响。 (C) 2003 Elsevier Inc. 保留所有权利。
The relationship between the Big Five personality traits, cognitive ability, and beliefs about intelligence (BAI) was explored in a longitudinal study using a sample (N = 93) of British university students. These three sets of variables were used to predict academic performance (AP) (i.e., examination grades) as well as seminar performance (i.e., behaviour in class, essay marks, and attendance record) aggregated over a 2-year period. Correlational analyses showed that personality (but not intelligence) was related to BAI (specifically entity vs. incremental beliefs): More conscientious participants were more likely to think that intelligence can be increased throughout the life span, whilst low conscientious individuals were more likely to believe that intelligence is stable. However, these beliefs were not themselves significantly related to AP; only personality traits (Conscientiousness positively, Extraversion negatively) and gender were significantly correlated with AP. Further, following a series of hierarchical regression, it was shown that the Big Five personality traits are better predictors of AP than cognitive ability, BAI, and gender. When seminar performance indicators were regressed onto these variables, a similar pattern was obtained: Personality was the most powerful predictor of absenteeism, essay marks, and behaviour in seminar classes (as rated by different tutors), with Conscientiousness being the most significant predictor. Implications for the prediction of academic success in university and the selection of student settings are discussed. (C) 2003 Elsevier Inc. All rights reserved.