Big Five Predictors of Academic Achievement

By S. Paunonen, M. Ashton. 2001

312 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1c319e56210ada48d6ae44b7e0dcade0101ee357

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In Clinical Psychology

In Experimental and Cognitive Psychology

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Citations in the corpus

Broad versus narrow traits: Conscientiousness and honesty–humility as predictors of academic criteria (2011, background): “Based on these findings, it may be expected that Honesty–Humility will also be a relevant predictor of performance in academic settings.”
Which factors best account for academic success: Those which college students can control or those they cannot? (2008, unknown): “…Dollinger & Orf, 1991; Furnham & Chamorro-Premuzic, 2004; Lounsbury, Sundstrom, Loveland, & Gibson, 2003; Martin, Montgomery, & Saphian, 2006; Murgrave-Marquart, Bromley, & Dalley, 1997; Paunonen & Ashton, 2001; Peterson, Casillas, & Robbins, 2006; see Farsides & Woodfield, 2003 for an exception).”
The grit effect: predicting retention in the military, the workplace, school and marriage (2013, background): “In line with the hypotheses of Paunonen and Ashton (2001), grit, a narrow facet of conscientiousness, has demonstrated incremental predictive validity over and above Big Five conscientiousness for achievement outcomes (Duckworth et al., 2007).”
Empirical identification of the major facets of Conscientiousness (2009, methodology): “Criteri outcomes such as grade-poin BFI Conscientiousness, Indus ism and cognitive test score interpretation of personality und to predict academic outcomes, but is defined differently by different models of ents (N=291) completed a large number of Conscientiousness items fromdifferent entory (BFI).”
An investigation of Big Five and narrow personality traits in relation to Internet usage (2006, result): “Consistent with other areas of personality research (e.g., Moberg, 1998; Paunonen & Ashton, 2001; Paunonen & Nicol, 2001; Schneider et al., 1996), the present results show that narrow personality traits are also related to Internet usage and, in the case of Work Drive, add significantly to the…”
Broad versus narrow personality measures and the prediction of behaviour across cultures (2003, methodology): “Our criteria in this study consisted of several variables measured by the Behaviour Report Form (Paunonen, 1998, 2003; Paunonen & Ashton, 2001a).”
Conscientiousness Is the Most Powerful Noncognitive Predictor of School Achievement in Adolescents (2016, background): “On the basis of the findings of Paunonen and Ashton (2001) as well as Lounsbury, Sundstrom, Loveland, and Gibson (2003) we expect all narrow traits to potentially improve the prediction.”
Role of the Big Five personality traits in predicting college students' academic motivation and achievement (2009, unknown): “Conscientiousness also predicts academic success (Dollinger & Orf, 1991; Furnham, ChamorroPremuzic, & McDougall, 2003; Paunonen & Ashton, 2001), including exam performance (Chamorro-Premuzic & Furnham, 2003a), and GPA (Busato, Prins, Elshout, & Hamaker, 2000; Wagerman & Funder, 2007).”
Personality and intelligence as predictors of academic achievement : A cross-sectional study from elementary to secondary school (2007, background): “Conscientiousness-and Openness-related traits have been most consistently identified as relevant to achievement (Paunonen & Ashton, 2001); hence, these traits were expected to demonstrate higher correlations relative to other personality dimensions .”
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.”
PERSONALITY PROCESSES AND INDIVIDUAL DIFFERENCES Grit: Perseverance and Passion for Long-Term Goals (2007, unknown): “Alternatively, it is possible that more narrowly defined facets of Big Five factors may more robustly predict particular achievement outcomes (Paunonen & Ashton, 2001).”
Do psychosocial and study skill factors predict college outcomes? A meta-analysis. (2004, background): “…tap the same underlying construct of academic goal commitment. tinctions were made between the historic view of motives as drives (cf. Atkinson, 1964; Paunonen & Ashton, 2001), including both the need to achieve and the need to belong, and the more recent conception of motives as goals (cf.…”