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dc.contributor.authorPoropat, Arthuren_US
dc.contributor.editorDr Martin McCrackenen_US
dc.date.accessioned2017-04-04T17:00:31Z
dc.date.available2017-04-04T17:00:31Z
dc.date.issued2011en_US
dc.date.modified2011-10-04T07:17:39Z
dc.identifier.issn0040-0912en_US
dc.identifier.doi10.1108/00400911111159467en_AU
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.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent122833 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherEmerald Group Publishingen_US
dc.publisher.placeUnited Kingdomen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom499en_US
dc.relation.ispartofpageto514en_US
dc.relation.ispartofissue6en_AU
dc.relation.ispartofjournalEducation + Trainingen_US
dc.relation.ispartofvolume53en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchVocational Education and Training Curriculum and Pedagogyen_US
dc.subject.fieldofresearchOrganisational Behaviouren_US
dc.subject.fieldofresearchPersonality, Abilities and Assessmenten_US
dc.subject.fieldofresearchcode130213en_US
dc.subject.fieldofresearchcode150311en_US
dc.subject.fieldofresearchcode170109en_US
dc.titleThe role of citizenship performance in academic achievement and graduate employabilityen_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 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.en_AU
gro.date.issued2011
gro.hasfulltextFull Text


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