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dc.contributor.authorPoropat, Arthuren_US
dc.contributor.editorAndrew Tolmieen_US
dc.date.accessioned2017-05-03T13:01:38Z
dc.date.available2017-05-03T13:01:38Z
dc.date.issued2011en_US
dc.date.modified2011-06-23T06:53:32Z
dc.identifier.issn00070998en_US
dc.identifier.doi10.1348/000709910X497671en_AU
dc.identifier.urihttp://hdl.handle.net/10072/39221
dc.description.abstractBackground. The relationship between personality and academic performance has long been explored, and a recent meta-analysis established that measures of the fivefactor model (FFM) dimension of Conscientiousness have similar validity to intelligence measures. Although currently dominant, the FFM is only one of the currently accepted models of personality, and has limited theoretical support. In contrast, the Eysenckian personality model was developed to assess a specific theoretical model and is still commonly used in educational settings and research. Aims. This meta-analysis assessed the validity of the Eysenckian personality measures for predicting academic performance. Sample. Statistics were obtained for correlations with Psychoticism, Extraversion, and Neuroticism (20-23 samples; N from 8,013 to 9,191), with smaller aggregates for the Lie scale (7 samples; N 젳; 910). Methods. The Hunter-Schmidt random effects method was used to estimate population correlations between the Eysenckian personality measures and academic performance. Moderating effects were tested using weighted least squares regression. Results. Significant but modest validities were reported for each scale. Neuroticism and Extraversion had relationships with academic performance that were consistent with previous findings, while Psychoticism appears to be linked to academic performance because of its association with FFM Conscientiousness. Age and educational level moderated correlations with Neuroticism and Extraversion, and gender had no moderating effect. Correlations varied significantly based on the measurement instrument used. Conclusions. The Eysenckian scales do not add to the prediction of academic performance beyond that provided by FFM scales. Several measurement problems afflict the Eysenckian scales, including low to poor internal reliability and complex factor structures. In particular, the measurement and validity problems of Psychoticism mean its continued use in academic settings is unjustified.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent168149 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherJohn Wiley & Sons Ltd.en_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom41en_US
dc.relation.ispartofpageto58en_US
dc.relation.ispartofissue1en_US
dc.relation.ispartofjournalBritish Journal of Educational Psychologyen_US
dc.relation.ispartofvolume81en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchEducational Psychologyen_US
dc.subject.fieldofresearchPersonality, Abilities and Assessmenten_US
dc.subject.fieldofresearchcode170103en_US
dc.subject.fieldofresearchcode170109en_US
dc.titleThe Eysenckian personality factors and their correlations with 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 2011 British Psychological Society. Published by Wiley-Blackwell. This is the pre-peer-reviewed version of the following article: The Eysenckian personality factors and their correlations with academic performance, British Journal of Educational Psychology (BJEP), Vol.81(1), 2011, pp. 41-58, which has been published in final form at http://dx.doi.org/10.1348/000709910X497671.en_AU
gro.date.issued2011
gro.hasfulltextFull Text


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