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  • Self- and parent-rated facets of Conscientiousness predict academic outcomes: Parent-reports are more predictive, particularly for approach-oriented facets

    Author(s)
    MacCann, Carolyn
    Lipnevich, Anastasiya A
    Poropat, Arthur E
    Wiemers, Melissa J
    Roberts, Richard D
    Griffith University Author(s)
    Poropat, Arthur E.
    Year published
    2015
    Metadata
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    Abstract
    Meta-analyses have demonstrated that other-ratings of Conscientiousness are stronger predictors of academic achievement than are self-ratings. The current study (N = 410 high school students) examined whether this effect applies for all facets of Conscientiousness. Compared to self-reports, parent-reports showed stronger prediction of GPA and of other school life variables such as disciplinary infractions and involvement in school clubs. The difference between parent- and self-reports was stronger for outcome-linked facets such as Industriousness than for process-linked facets such as Tidiness. We suggest that this difference ...
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    Meta-analyses have demonstrated that other-ratings of Conscientiousness are stronger predictors of academic achievement than are self-ratings. The current study (N = 410 high school students) examined whether this effect applies for all facets of Conscientiousness. Compared to self-reports, parent-reports showed stronger prediction of GPA and of other school life variables such as disciplinary infractions and involvement in school clubs. The difference between parent- and self-reports was stronger for outcome-linked facets such as Industriousness than for process-linked facets such as Tidiness. We suggest that this difference is due to the different types of information used by the self as compared to observers when rating personality items. Our results help to explain the reporting biases evident in self- and parent-ratings, have implications for the appropriateness of self- and parent-report personality protocols in applied settings (e.g., training, selection), and should provide guidance for educational interventions focused upon goals, habits and motivations.
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    Journal Title
    Learning and Individual Differences
    Volume
    42
    DOI
    https://doi.org/10.1016/j.lindif.2015.07.012
    Subject
    Specialist studies in education
    Specialist studies in education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/100122
    Collection
    • Journal articles

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