Predicting school achievement from motivation and personality.
Predicting school achievement from motivation and personality.
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从动机和个性预测学校成绩。
DOI：
10.1024/1010-0652.21.3.207
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发表时间：
2007
影响因子：
2.1
通讯作者：
Birgit Spinath
中科院分区：
文献类型：
--
作者：
Ricarda Steinmayr;Birgit Spinath
抽象的。本研究旨在比较动机和广义人格特质对学校成绩的预测能力，并有助于理解人格的法则网络。德国青少年学生的样本（N = 342 11日和12日年级，年龄M = 16.94，SD = 0.71）给自我报告的需要成就，特定领域的能力自我概念和任务的价值观，在德国和数学，以及大五人格。德语和数学成绩以及平均成绩作为表现标准。在一个二元零阶水平上，动机结构显示出假设的积极协会与学校成绩在数学，德语和GPA。在人格方面，只有尽责性始终与成绩呈正相关，而神经质，外向性，开放性的经验，并不与一个或两个弱相关的三个性能标准。Hierarchical and stepped regressi.
Abstract. The present study aims at comparing the predictive power of motivation and broad personality traits for school performance and contributes to an understanding of the nomological network of personality. A sample of German adolescent students (N = 342 11th and 12th graders, age M = 16.94, SD = .71) gave self-reports of need for achievement, domain-specific ability self-concepts and task values in German and Math as well as the Big Five of personality. Grades in German and mathematics as well as grade-point average served as performance criteria. On a bivariate zero-order level, the motivational constructs showed the hypothesized positive associations with school achievement in Math, German, and GPA. With respect to personality, only Conscientiousness was consistently positively associated with grades, whereas Neuroticism, Extraversion, Openness to Experience, and Agreeableness were either not or weakly associated with one or two out of three performance criteria. Hierarchical and stepwise regressi...
高中的自尊、个性和成就：德克萨斯州的一项前瞻性纵向研究。
影响因子：
5
作者：
Hair,ElizabethC;Graziano,WilliamG
通讯作者：
Graziano,WilliamG