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  • A Meta-Analysis of the Five-Factor Model of Personality and Academic Performance

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    Author(s)
    Poropat, Arthur E
    Griffith University Author(s)
    Poropat, Arthur E.
    Year published
    2009
    Metadata
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    Abstract
    This article reports a meta-analysis of personality-academic performance relationships, based on the 5-factor model, in which cumulative sample sizes ranged to over 70,000. Most analyzed studies came from the tertiary level of education, but there were similar aggregate samples from secondary and tertiary education. There was a comparatively smaller sample derived from studies at the primary level. Academic performance was found to correlate significantly with Agreeableness, Conscientiousness, and Openness. Where tested, correlations between Conscientiousness and academic performance were largely independent of intelligence. ...
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    This article reports a meta-analysis of personality-academic performance relationships, based on the 5-factor model, in which cumulative sample sizes ranged to over 70,000. Most analyzed studies came from the tertiary level of education, but there were similar aggregate samples from secondary and tertiary education. There was a comparatively smaller sample derived from studies at the primary level. Academic performance was found to correlate significantly with Agreeableness, Conscientiousness, and Openness. Where tested, correlations between Conscientiousness and academic performance were largely independent of intelligence. When secondary academic performance was controlled for, Conscientiousness added as much to the prediction of tertiary academic performance as did intelligence. Strong evidence was found for moderators of correlations. Academic level (primary, secondary, or tertiary), average age of participant, and the interaction between academic level and age significantly moderated correlations with academic performance. Possible explanations for these moderator effects are discussed, and recommendations for future research are provided.
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    Journal Title
    Psychological Bulletin
    Volume
    135
    Issue
    2
    DOI
    https://doi.org/10.1037/a0014996
    Copyright Statement
    © 2009 American Psycological Association. This article may not exactly replicate the final version published in the APA journal. It is not the copy of record. Reproduced here in accordance with publisher policy. Please refer to the journal link for access to the definitive, published version.
    Subject
    Education assessment and evaluation
    Marketing
    Educational psychology
    Cognitive and computational psychology
    Publication URI
    http://hdl.handle.net/10072/30324
    Collection
    • Journal articles

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