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dc.contributor.authorPoropat, AE
dc.contributor.editorDr Martin McCracken
dc.date.accessioned2017-05-03T13:01:39Z
dc.date.available2017-05-03T13:01:39Z
dc.date.issued2011
dc.date.modified2011-10-04T07:17:39Z
dc.identifier.issn0040-0912
dc.identifier.doi10.1108/00400911111159467
dc.identifier.urihttp://hdl.handle.net/10072/41126
dc.description.abstractPurpose - Employability is a major educational goal, but employability programmes emphasise skill development, while employers value performance. Education acts as a model for employment, so educational performance assessment should be aligned with employment models. Consequently, the aim of this paper is to examine the relationship between educational and workplace performance, especially the role of Citizenship Performance within educational settings. Design/methodology/approach - Students in an introductory university course rated their own personality, and weeks later assessed one another's Citizenship Performance. The relationship of these ratings to academic Task Performance was analysed with structural equation modelling. Findings - Citizenship Performance was correlated with academic Task Performance, at a similar level to that found in workplace studies. Further, Citizenship Performance mediated the prediction of Task Performance by the personality dimension Conscientiousness, a major predictor of academic performance. Research limitations/implications - Use of separate raters for the various ratings and the study's longitudinal design provides assurance that results are not inflated due to measurement arteficiality, instead probably underestimating correlation strength. Practical implications - Rather than treating employability skills as an additional educational component, university teachers should actively foster student Citizenship Performance within their courses. This will better prepare students for employment and in the short term will aid their studies. Attending to Citizenship Performance also provides benefits to students who are higher on Conscientiousness without restricting access to education based on personality. Originality/value - This is the first study to demonstrate the relevance of Citizenship Performance within educational settings, or to explain how Conscientiousness affects academic performance.
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent122833 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherEmerald Group Publishing
dc.publisher.placeUnited Kingdom
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom499
dc.relation.ispartofpageto514
dc.relation.ispartofissue6
dc.relation.ispartofjournalEducation + Training
dc.relation.ispartofvolume53
dc.rights.retentionY
dc.subject.fieldofresearchEducation
dc.subject.fieldofresearchVocational education and training curriculum and pedagogy
dc.subject.fieldofresearchCommerce, management, tourism and services
dc.subject.fieldofresearchOrganisational behaviour
dc.subject.fieldofresearchcode39
dc.subject.fieldofresearchcode390114
dc.subject.fieldofresearchcode35
dc.subject.fieldofresearchcode350710
dc.titleThe role of citizenship performance in academic achievement and graduate employability
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Health, School of Applied Psychology
gro.rights.copyright© 2011 Emerald. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.
gro.date.issued2011
gro.hasfulltextFull Text
gro.griffith.authorPoropat, Arthur E.


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