Personality predicts academic performance: Evidence from two longitudinal university samples

By Tomas Chamorro-Premuzic, Adrian Furnham. 2003

893 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/108a9197242e7a7fa5ae8615a31a471d0c5280f9

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The NEO–PI–3: A More Readable Revised NEO Personality Inventory (2005, background): “Self-reported grades were related only to C (r = .33, p < .001), which has been noted as the main predictor of grades in other populations (e.g., Chamorro-Premuzic & Furnham, 2003; Lievens, Coetsier, De Fruyt, & De Maeseneer, 2002).”
On Being Gifted, but Sad and Misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study (2007, background): “Although personality may seem to be more closely linked with social and emotional outcomes, researchers are also demonstrating how ability may be translated into achievement (Chamorro-Premuzic & Furnham, 2003 ).”
The relationship between personality traits, subjectively-assessed and fluid intelligence (2005, background): “Accordingly, personality variables should be considered with IQ as predictors of other, more general or long term, types of everyday performance (i.e., occupational, academic success) (Anastasi, 1998; Chamorro-Premuzic & Furnham, 2003a, 2003b; Hofstee, 2001; Petrides, Chamorro-Premuzic, Fredrickso”
Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population (2009, neutral): “…2002; see also Sternberg, Grigorenko, & Bundy, 2001 for a review), personality traits (e.g., Blickle, 1996; Bratko, Chamorro-Premuzic, & Saks, 2006; Chamorro-Premuzic & Furnham, 2003; see also De Raad & Schouwenburg, 1996) and mediating constructs (e.g., Chamorro-Premuzic & Furnham, 2006a,b;…”
Examining the Cheats: The Role of Conscientiousness and Excitement Seeking in Academic Dishonesty (2007, background): “21 between Conscientiousness and academic achievement, and Chamorro-Premuzic and Furnham (2003) reported positive correlations as high as 0.”
Intellectual Competence and the Intelligent Personality: A Third Way in Differential Psychology (2006, background): “…various indicators of AP and Conscientiousness, Neuroticism, Extraversion, and Openness to Experience at different levels of formal education (Chamorro-Premuzic & Furnham, 2002, 2003a, 2003b, 2004a, 2005a, 2005b; Furnham & Chamorro-Premuzic, 2004b; Petrides, Chamorro-Premuzic, Frederickson,…”
Personality and school performance: Incremental validity of self- and peer-ratings over intelligence (2006, background): “…inconsistently associated with indicators of AP, with some studies showing a positive (Furnham & Medhurst, 1995; Chamorro-Premuzic & Furnham, 2003a), others a negative (Anthony, 1973; Chamorro-Premuzic & Furnham, 2003b; Child, 1964; Eysenck & Eysenck, 1985) correlation with academic achievement.”
Ability emotional intelligence, trait emotional intelligence and academic success in British secondary schools (2012, background): “…investigation shows that neuroticism(characterised by low self esteem, depression, shyness, moodiness, and anxiety) is a negative predictor of academic performance, particularly when students are assessed by final examinations (Chamorro-Premuzic & Furnham, 2003; Laidra, Pullman, & Allik, 2007).”
Identity style, psychosocial maturity, and academic performance. (2005, background): “…has been found to be positively associated with personality dimensions—i.e., identity achievement (Cross & Allen, 1970), conscientiousness (Chamorro-Premuzic & Furnham, 2003), and openness to experience (Farsides & Woodfield, 2003)—that are positively associated with an informational…”
Motivational and Skills, Social, and Self-Management Predictors of College Outcomes: Constructing the Student Readiness Inventory (2005, result): “Indeed, findings from recent studies (e.g., Chamorro-Premuzic & Furnham, 2003; Okun & Finch, 1998; Paunonen & Ashton, 2001) have supported this assertion.”
Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability (2014, background): “…across cultures (e.g., U.S.: Noftle & Robins, 2007; Estonia: Laidra, Pullmann, & Allik, 2007; Croatia: Bratko, Chamorro-Premuzic, & Saks, 2006) and it predicts achievement over tutors’ expectations of performance (Chamorro-Premuzic & Furnham, 2003) and prior achievement (Noftle & Robins, 2007).”