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Boman B. The influence of SES, cognitive, and non-cognitive abilities on grades: cross-sectional and longitudinal evidence from two Swedish cohorts. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s10212-022-00626-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AbstractIt is well established that socioeconomic status, cognitive ability, and non-cognitive abilities such as self-efficacy are substantially associated with academic achievement. However, the specific relationships of these variables remain a relatively unexplored topic in regard to more recent and representative samples. The current study examined such relations by taking advantage of two cohorts (total N = 12,315) of Swedish students at the elementary (Grade 6) and lower-secondary school levels (Grade 8) in the compulsory school. The regression models showed that all three variables explained a substantial portion of grade variance, with cognitive ability having the strongest relationship, followed by non-cognitive abilities, and SES. Longitudinal associations, which accounted for previous academic achievement, showed that the three variables did still explain a substantial amount of grade variance.
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Lee JW, Park SJ, Kim S, Chung US, Han DH. The Association Between Temperament and Characteristics, Smartphone App Use Patterns and Academic Performance of University Students. J Korean Med Sci 2022; 37:e143. [PMID: 35502506 PMCID: PMC9062277 DOI: 10.3346/jkms.2022.37.e143] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Accepted: 03/31/2022] [Indexed: 11/20/2022] Open
Abstract
BACKGROUND Smartphone use patterns may predict daily life efficacy and performance improvements in sports. Additionally, personal characteristics may be associated with smartphone overuse. METHODS We investigated the correlation between the temperament and character inventory (TCI) and academic performance using smartphone log data. We hypothesized that the elite and general groups, divided based on academic performance, differed according to the TCI and downloadable smartphone apps (applications). Additionally, we hypothesized a correlation between smartphone app usage patterns and TCI. A total of 151 students provided smartphone log data of the previous four weeks. They also completed the TCI and provided academic records of the previous year. RESULTS The first and second most frequently used apps by both groups of students were social networking and entertainment, respectively. Elite students scored higher on novelty seeking, reward dependence, persistence, self-directedness, and self-transcendence than general students. In all participants, the usage time of serious apps was correlated with the scores for novelty seeking (r = 0.32, P < 0.007), reward dependence (r = 0.32, P < 0.007), and self-transcendence (r = 0.35, P < 0.006). In the elite group, the usage time of serious apps was correlated with the scores for novelty seeking (r = 0.45, P < 0.001), reward dependence (r = 0.39, P = 0.022), and self-transcendence (r = 0.35, P = 0.031). In the general group, the usage time of serious apps was correlated only with self-transcendence (r = 0.32, P < 0.007). CONCLUSION High usage time of serious apps can help sports majors to excel academically. Particularly among sports majors, serious apps are related to activity, the desire for rewards and recognition, and the tendency to transcend themselves.
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Affiliation(s)
- Jea Woog Lee
- College of Sport Science, Chung-Ang University, Anseong, Korea
| | - Sung Je Park
- College of Sport Science, Chung-Ang University, Anseong, Korea
| | - Soyeon Kim
- Department of Psychiatry, Chung-Ang University School of Medicine, Seoul, Korea
| | - Un Sun Chung
- Department of Psychiatry, Kyungpook National University, School of Medicine, Daegu, Korea
| | - Doug Hyun Han
- Department of Psychiatry, Chung-Ang University School of Medicine, Seoul, Korea.
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Israel A, Brandt ND, Spengler M, Göllner R, Lüdtke O, Trautwein U, Wagner J. The longitudinal interplay of personality and school experiences in adolescence. EUROPEAN JOURNAL OF PERSONALITY 2022. [DOI: 10.1177/08902070211062326] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The school environment is one key developmental context that is assumed to shape individual characteristics during adolescence. However, little is known about which school experiences are central to personality change or whether school experiences and personality co-shape each other over time. We address this gap by examining the longitudinal interplay between seven school experiences in the three domains of achievement, social relationships, and well-being, and the Big Five personality traits at four measurement points from fifth to eighth grade. By using data from the German TRAIN study ( N = 3,473, MageT1 = 11.1 years, 45% female), we estimated bivariate latent growth curve models and cross-lagged panel models to illustrate this longitudinal interplay. Results demonstrated correlated change between school experiences and personality with differentiated patterns for achievement variables and a general longitudinal interplay with the social relationship and well-being variables. Furthermore, we found cross-lagged effects in both directions, although there were more effects of personality on school experiences. The most consistent predictor of school experiences was conscientiousness, whereas well-being in school in particular was related to personality change 1 year later. We integrate our findings into the current picture of personality development in adolescence and the role of school-related environmental factors.
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Affiliation(s)
- Anne Israel
- Department of Psychology, University of Hamburg, Germany
| | - Naemi D Brandt
- Department of Psychology, University of Hamburg, Germany
| | - Marion Spengler
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany
| | - Richard Göllner
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany
| | - Oliver Lüdtke
- Leibniz Institute for Science and Mathematics Education, Kiel, Germany
- Centre for International Student Assessment (ZIB), Germany
| | - Ulrich Trautwein
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany
| | - Jenny Wagner
- Department of Psychology, University of Hamburg, Germany
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Fjelkner-Pihl A. The Constructive Overlap: A Study of Multiplex Ties in Students' Study-Related Networks and Academic Performance. INNOVATIVE HIGHER EDUCATION 2021; 47:273-295. [PMID: 34518733 PMCID: PMC8427153 DOI: 10.1007/s10755-021-09576-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 07/28/2021] [Indexed: 06/13/2023]
Abstract
This article adds to a growing body of literature on how various types of social relations can work synergistically to promote students' academic success. Students' study-related social networks affect academic outcome in higher education. The network literature in education generally explores students' various relations separately, rather than their multiplex relations or when individuals share several relations. This approach risks missing the full complexity of the student experience. The aim of the present study is to add to the discussion on student social networks and attainment in higher education by further exploring multiplex relations maintained in a specific study program, in which a large share of students in the cohort commute. A survey was distributed to students in one cohort (n = 146). The findings revealed that, in this cohort, students' friendship, working and learning networks overlap substantially, and that centrality in the friendship and in the student multiplex networks was positively and significantly related to academic outcome, whereas centrality in the working and learning networks was not. Points for future research are suggested, and practical implications for those supporting student learning in higher education are discussed.
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Affiliation(s)
- Annika Fjelkner-Pihl
- Center for Higher Education Development, Kristianstad University, Kristianstad, Sweden
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Mammadov S. Big Five personality traits and academic performance: A meta-analysis. J Pers 2021; 90:222-255. [PMID: 34265097 DOI: 10.1111/jopy.12663] [Citation(s) in RCA: 33] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2021] [Revised: 07/09/2021] [Accepted: 07/12/2021] [Indexed: 11/27/2022]
Abstract
OBJECTIVE AND METHOD This meta-analysis reports the most comprehensive assessment to date of the strength of the relationships between the Big Five personality traits and academic performance by synthesizing 267 independent samples (N = 413,074) in 228 unique studies. It also examined the incremental validity of personality traits above and beyond cognitive ability in predicting academic performance. RESULTS The combined effect of cognitive ability and personality traits explained 27.8% of the variance in academic performance. Cognitive ability was the most important predictor with a relative importance of 64%. Conscientiousness emerged as a strong and robust predictor of performance, even when controlling for cognitive ability, and accounted for 28% of the explained variance in academic performance. A significant moderating effect of education level was observed. The relationship of academic performance with openness, extraversion, and agreeableness demonstrated significantly larger effect sizes at the elementary/middle school level compared to the subsequent levels. Openness, despite its weak overall relative importance, was found to be an important determinant of student performance in the early years of school. CONCLUSION These findings reaffirm the critical role of personality traits in explaining academic performance through the most comprehensive assessment yet of these relationships.
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Affiliation(s)
- Sakhavat Mammadov
- The Department of Leadership, Technology, & Workforce Development, Valdosta State University, Valdosta, GA, USA
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Hughes BD, Perone JA, Cummins CB, Sommerhalder C, Tyler DS, Bowen-Jallow KA, Radhakrishnan RS. Personality Testing May Identify Applicants Who Will Become Successful in General Surgery Residency. J Surg Res 2018; 233:240-248. [PMID: 30502254 DOI: 10.1016/j.jss.2018.08.003] [Citation(s) in RCA: 42] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2018] [Revised: 07/06/2018] [Accepted: 08/01/2018] [Indexed: 11/29/2022]
Abstract
BACKGROUND Identification of successful general surgical residents remains a challenging endeavor for program directors with a national attrition of approximately 20% per year. The Big 5 personality traits and the Grit Scale have been extensively studied in many industries, and certain traits are associated with professional or academic success. However, their utility in surgery resident selection is unknown. METHODS We performed a retrospective review of all categorical surgery residents (n = 34) at the University of Texas Medical Branch from 2015 to 2017. Current residents were classified into low performing (n = 12) or non-low performing (n = 22) based on residency performance and standardized test scores. Groups were assessed for differences in both conventional metrics used for selection and Big 5 and grit scores using bivariate analysis and Pearson's correlation coefficient. Personality testing was administered to recent resident applicants (n = 81). Applicants were ranked using conventional application information. We then examined the applicants' personalities and their rank position with personality characteristics of non-low-performing residents to determine if there was any correlation. RESULTS The Big 5 personality test identified significantly higher extroversion, conscientiousness, and emotional stability scores in those residents classified as non-low performers. There was no significant difference in conventional metrics or in grit scores between non-low performers and low performers. Our final rank does not correlate well with personality traits of non-low performers. CONCLUSIONS The Big 5 test may prove to be a useful adjunct to the traditional residency application in identifying applicants who may become successful in general surgery residency.
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Affiliation(s)
- Byron D Hughes
- Department of Surgery, University of Texas Medical Branch, Galveston, Texas
| | - Jennifer A Perone
- Department of Surgery, University of Texas Medical Branch, Galveston, Texas
| | - Claire B Cummins
- Department of Surgery, University of Texas Medical Branch, Galveston, Texas
| | | | - Douglas S Tyler
- Department of Surgery, University of Texas Medical Branch, Galveston, Texas
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Sex differences in academic strengths contribute to gender segregation in education and occupation: A longitudinal examination of 167,776 individuals. INTELLIGENCE 2018. [DOI: 10.1016/j.intell.2017.11.007] [Citation(s) in RCA: 64] [Impact Index Per Article: 10.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/24/2022]
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Lourinho I, Ferreira MA, Severo M. Personality and achievement along medical training: Evidence from a cross-lagged analysis. PLoS One 2017; 12:e0185860. [PMID: 29040277 PMCID: PMC5645104 DOI: 10.1371/journal.pone.0185860] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2017] [Accepted: 09/20/2017] [Indexed: 12/18/2022] Open
Abstract
INTRODUCTION Evidence on personality traits change implies it should be studied as an outcome and not only as an explanatory effect. Therefore, we aimed to assess how personality and academic achievement sway each other. Three cohorts of medical students (n = 181) comprised of school leavers and graduates, completed NEO-FFI when admitted (baseline) and later on medical training (follow-up). Previous achievement was measured as mean scores on national school examinations, and academic achievement as medical course average. Causal relations were studied by cross-lagged analysis. RESULTS Cross-sectional analysis at baseline showed differences between graduates and school leavers on personality, with graduates scoring lower on neuroticism (β = -12.344, p<0.001), and higher on openness to experience (β = 5.257, p<0.001), conscientiousness (β = 2.345, p = 0.004,) and agreeableness (β = 6.993, p<0.001). Longitudinal analyses indicated that personality traits and achievement tracked over time. Cross-lagged analysis found a positive significant association between academic achievement and neuroticism at baseline (β = 0.031, p = 0.014) and with being a graduate student (β = 0.766, p = 0.006). After adjusting, no association was found between previous achievement and personality at follow-up. CONCLUSIONS Some neuroticism may enhance medical academic achievement. The blurring of the initial differences between graduates and school leavers suggests a reasonable possibility of personality traits change along the medical course. Future research on medical selection processes cannot afford to ignore the influence of the medical school environment on personality traits change.
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Affiliation(s)
- Isabel Lourinho
- Department of Medical Education and Simulation, University of Porto, Faculty of Medicine, Porto, Portugal
- * E-mail:
| | - Maria Amélia Ferreira
- Department of Medical Education and Simulation, University of Porto, Faculty of Medicine, Porto, Portugal
| | - Milton Severo
- Department of Medical Education and Simulation, University of Porto, Faculty of Medicine, Porto, Portugal
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Personality traits within a pediatric surgery fellowship applicant pool. J Surg Res 2017; 218:298-305. [DOI: 10.1016/j.jss.2017.05.073] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2017] [Revised: 04/17/2017] [Accepted: 05/19/2017] [Indexed: 11/20/2022]
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Lo MT, Hinds DA, Tung JY, Franz C, Fan CC, Wang Y, Smeland OB, Schork A, Holland D, Kauppi K, Sanyal N, Escott-Price V, Smith DJ, O'Donovan M, Stefansson H, Bjornsdottir G, Thorgeirsson TE, Stefansson K, McEvoy LK, Dale AM, Andreassen OA, Chen CH. Genome-wide analyses for personality traits identify six genomic loci and show correlations with psychiatric disorders. Nat Genet 2017; 49:152-156. [PMID: 27918536 PMCID: PMC5278898 DOI: 10.1038/ng.3736] [Citation(s) in RCA: 207] [Impact Index Per Article: 29.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2016] [Accepted: 11/02/2016] [Indexed: 12/13/2022]
Abstract
Personality is influenced by genetic and environmental factors and associated with mental health. However, the underlying genetic determinants are largely unknown. We identified six genetic loci, including five novel loci, significantly associated with personality traits in a meta-analysis of genome-wide association studies (N = 123,132-260,861). Of these genome-wide significant loci, extraversion was associated with variants in WSCD2 and near PCDH15, and neuroticism with variants on chromosome 8p23.1 and in L3MBTL2. We performed a principal component analysis to extract major dimensions underlying genetic variations among five personality traits and six psychiatric disorders (N = 5,422-18,759). The first genetic dimension separated personality traits and psychiatric disorders, except that neuroticism and openness to experience were clustered with the disorders. High genetic correlations were found between extraversion and attention-deficit-hyperactivity disorder (ADHD) and between openness and schizophrenia and bipolar disorder. The second genetic dimension was closely aligned with extraversion-introversion and grouped neuroticism with internalizing psychopathology (e.g., depression or anxiety).
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Affiliation(s)
- Min-Tzu Lo
- Department of Radiology, University of California, San Diego, La Jolla, California, USA
| | | | | | - Carol Franz
- Department of Psychiatry, University of California, San Diego, La Jolla, California, USA
| | - Chun-Chieh Fan
- Department of Radiology, University of California, San Diego, La Jolla, California, USA
- Department of Cognitive Science, University of California, San Diego, La Jolla, California, USA
| | - Yunpeng Wang
- Department of Neurosciences, University of California, San Diego, La Jolla, California, USA
- NORMENT, KG Jebsen Centre for Psychosis Research, Institute of Clinical Medicine, University of Oslo and Division of Mental Health and Addiction, Oslo University Hospital, Oslo, Norway
| | - Olav B. Smeland
- NORMENT, KG Jebsen Centre for Psychosis Research, Institute of Clinical Medicine, University of Oslo and Division of Mental Health and Addiction, Oslo University Hospital, Oslo, Norway
| | - Andrew Schork
- Department of Radiology, University of California, San Diego, La Jolla, California, USA
- Department of Cognitive Science, University of California, San Diego, La Jolla, California, USA
| | - Dominic Holland
- Department of Neurosciences, University of California, San Diego, La Jolla, California, USA
| | - Karolina Kauppi
- Department of Radiology, University of California, San Diego, La Jolla, California, USA
- Department of Radiation Sciences, Umea University, Sweden
| | - Nilotpal Sanyal
- Department of Radiology, University of California, San Diego, La Jolla, California, USA
| | | | - Daniel J. Smith
- Institute of Health and Wellbeing, University of Glasgow, Glasgow, UK
| | - Michael O'Donovan
- MRC Centre for Neuropsychiatric Genetics and Genomics, Cardiff University, Cardiff, UK
| | | | | | | | | | - Linda K. McEvoy
- Department of Radiology, University of California, San Diego, La Jolla, California, USA
| | - Anders M. Dale
- Department of Radiology, University of California, San Diego, La Jolla, California, USA
- Department of Psychiatry, University of California, San Diego, La Jolla, California, USA
- Department of Neurosciences, University of California, San Diego, La Jolla, California, USA
| | - Ole A. Andreassen
- NORMENT, KG Jebsen Centre for Psychosis Research, Institute of Clinical Medicine, University of Oslo and Division of Mental Health and Addiction, Oslo University Hospital, Oslo, Norway
| | - Chi-Hua Chen
- Department of Radiology, University of California, San Diego, La Jolla, California, USA
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