Predicting Academic Success: General Intelligence, "Big Five" Personality Traits, and Work Drive

By Susan D. Ridgell, John W. Lounsbury. 2004

177 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/2d0d5ddda1e3111df804c474ba6d83db92b32717

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Citations in the corpus

Investigating Factors Related to Retention of At-Risk College Students. (2011, result): “The effect of the five factor variables in relationship to academic success has had varying research results (Ridgell & Lounsbury, 2004).”
Role of the Big Five personality traits in predicting college students' academic motivation and achievement (2009, background): “An individual's work drive also explains significant variation in GPA beyond that explainedby theBig Five and intelligence (Lounsburyet al., 2003; Ridgell & Lounsbury, 2004).”
Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance (2008, background): “Observed relationships between personality and academic achievement have typically been low (e.g., Ridgell & Lounsbury, 2004; Thomas, Kuncel, & Credé, 2007; Zagar, Arbit, & Wengel, 1982).”
A meta-analysis of the five-factor model of personality and academic performance. (2009, background): “More positively, Emotional Stability is associated with self-efficacy (Judge & Bono, 2002), which in turn is positively correlated with academic performance (Robbins et al., 2004); the latter correlation indicates that Emotional Stability should be similarly correlated.”
The Big Five and tertiary academic performance: A systematic review and meta-analysis. (2014, methodology): “Studies using other personality measures than the NEO-PI-R, NEO-FFI, BFI, Markers, or IPIP were therefore excluded (e.g. Busato, Prins, Elshout, & Hamaker, 2000; Cela-Ranilla, Gisbert, & de Oliveira, 2011; Paunonen & Ashton, 2013; Ridgell & Lounsbury, 2004).”
Meta-Analysis of the Relationship Between the Big Five and Academic Success at University (2007, background): “According to this assumption, an incremental validity of Conscientiousness over and above GMA, as Schmidt and Hunter (1998) found for job performance, can be expected for academic performance as well (Conard, 2006; Ridgell & Lounsbury, 2004).”
Differences in Learning and Study Strategies between High and Low Achieving University Students: A Hong Kong study (2007, background): “Generally, this index is also a good predictor to students’ general intelligence (Lounsbury, Sundstrom, Loveland, & Gibson, 2003; Ridgell & Lounsbury, 2004).”
Psychological correlates of university students' academic performance: a systematic review and meta-analysis. (2012, background): “Students high in openness and in agreeableness may be more likely to attend classes consistently (Lounsbury, Sundstrom, Loveland, & Gibson, 2003), and those high in agreeableness may also show greater levels of cooperation with instructors, which could facilitate the process of learning (Vermetten…”