Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education.

By Vittorio V. Busato, Frans J. Prins, Jan J. Elshout, Christiaan Hamaker. 2000

778 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/2e3f49c47d731f27272b3675b0b2f513bba4c261

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Student learning in higher education: a path analysis of academic achievement in science (2004, background): “Busato et al. (2000) performed correlational analyses between the student factors of intellectual ability, learning style and personality factors with academic achievement for 409 psychology students over a three-year period.”
Competencies for young European higher education graduates: labor market mismatches and their payoffs (2008, background): “The ﬁrst is the identiﬁ-cation of those competencies that are more relevant to graduates’ professional success (Busato, Prins, Elshout & Hamaker, 2000; Robinson, Sparrow, Clegg, & Birdi, 2005; Heijke, Meng & Ramaekers, 2002).”
The influence of personality on HE students’ confidence in their academic abilities (2006, background): “Of the Big Five personality factors (Openness to experience, Conscientiousness, Extraversion, Agreeableness, and Neuroticism) Conscientiousness predicts actual academic achievement ( Busato, Prins, Elshout, & Hamaker, 2000 ), but how confidence in abilities is influenced by these personality factors”
Personality traits and academic examination performance (2003, background): “…a measure of field-specific knowledge) and, indeed, studies have shown that ‘non-intellectual’ factors such as personality traits and learning styles are significantly involved in academic performance (Busato et al., 2000; ChamorroPremuzic & Furnham, submitted; De Fruyt & Mervielde, 1996).”
Personality and Intelligence: Gender, the Big Five, Self-Estimated and Psychometric Intelligence (2005, background): “In the area of personality structure, current researchers (De-Raad, 1996; Digman, 1990; Furnham, 1996, 1997; Busato, Prins, Elshout, & Hamaker, 2000 ) have agreed on the psychometric advantages of the Big Five Model proposed by McCrae and Costa (1987).”
Individual differences and undergraduate academic success: the roles of personality, intelligence, and application (2003, background): “…found at the school level by Heaven, Mak, Barry, and Ciarrochi (2002); at the college level by Wolfe and Johnson (1995); at the university level by Busato et al. (2000), De Fruyt and Mervielde (1996), and Goff and Ackerman (1992); and at the graduate level 1226 T. Farsides, R. Woodfield /…”
The Influence of Personality on Social Participation in Learning Environments (2006, background): “Students who score high on this trait perform better than those who score low (but see Busato et al., 2000, for opposite findings).”
Personality predicts academic performance: Evidence from two longitudinal university samples (2003, background): “Perhaps the personality factor more consistently associated with academic performance is Conscientiousness (Blickle, 1996; Busato, Prins, Elshout, & Hamaker, 2000; Costa & McCrae, 1992; De Raad, 1996; De Raad & Schouwenburg, 1996; Goff & Ackerman, 1992; Kling, 2001).”
Fluid intelligence, personality traits and scholastic success: Empirical evidence in a sample of Italian high school students (2007, background): “…of Agreeableness that there is no research in the literature reporting on a significant and positive relationship with scholastic success in its various contexts (Busato et al., 2000; De Fruyt & Mervielde, 1996), while in some cases there is a negative correlation (Rothstein et al., 1994).”