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dc.contributor.authorPoropat, Arthuren_US
dc.date.accessioned2017-04-24T10:06:54Z
dc.date.available2017-04-24T10:06:54Z
dc.date.issued2009en_US
dc.date.modified2010-07-22T06:53:27Z
dc.identifier.issn00332909en_US
dc.identifier.doi10.1037/a0014996en_AU
dc.identifier.urihttp://hdl.handle.net/10072/30324
dc.description.abstractThis 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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent255219 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherAmerican Psychological Associationen_US
dc.publisher.placeUnited Statesen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom322en_US
dc.relation.ispartofpageto338en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalPsychological Bulletinen_US
dc.relation.ispartofvolume135en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducation Assessment and Evaluationen_US
dc.subject.fieldofresearchPersonality, Abilities and Assessmenten_US
dc.subject.fieldofresearchEducational Psychologyen_US
dc.subject.fieldofresearchcode130303en_US
dc.subject.fieldofresearchcode170109en_US
dc.subject.fieldofresearchcode170103en_US
dc.titleA Meta-Analysis of the Five-Factor Model of Personality and Academic Performanceen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Health, School of Applied Psychologyen_US
gro.rights.copyrightCopyright 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.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


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