Personality and intelligence as predictors of statistics examination grades

By Adrian Furnham, Tomas Chamorro-Premuzic. 2004

219 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/360f7ea0404b23f109fc0244829a6f501636f869

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Citations in the corpus

Fluid intelligence, memory span, and temperament difficulties predict academic performance of young adolescents (2007, background): “The prediction of academic performance has been an important research topic in psychological science for almost one century (Boekaerts, 1995; Furnham & Chamorro-Premuzic, 2004; Gagne & St Pere, 2002; Jensen, 1998; Lubinski, 2004; Petrides, Chamorro-Premuzic, Frederickson , & Furnham, 2005;…”
Predicting academic success in higher education: what’s more important than being smart? (2012, background): “…achievement in a sample of young adolescents in Croatia (Bratko et al. 2006); and conscientiousness, extroversion, and openness to experience accounted for an additional 12% of the variance in grades on two statistics examinations at the university level (Furnham and Chamorro-Premuzic 2004).”
Which factors best account for academic success: Those which college students can control or those they cannot? (2008, unknown): “…grades among college students (Busato, Prins, Elshout, & Hamaker, 2000; Chamorro-Premuzic & Furnham, 2003; Conard, 2006; Dollinger & Orf, 1991; Furnham & Chamorro-Premuzic, 2004; Lounsbury, Sundstrom, Loveland, & Gibson, 2003; Martin, Montgomery, & Saphian, 2006; Murgrave-Marquart, Bromley, &…”
Broad versus narrow traits: Conscientiousness and honesty–humility as predictors of academic criteria (2011, background): “…ability indicates how someone can perform (maximal performance), the added value of personality in predicting academic performance may lie in its focus on how someone actually will perform (typical performance; Furnham & Chamorro-Premuzic, 2004; Goff & Ackerman, 1992; O’Connor & Paunonen, 2007).”
Big Five personality predictors of post-secondary academic performance (2007, methodology): “…mid-term exam grades in introductory psychology (Busato, Prins, Elshout, & Hamaker, 2000; Hair & Hampson, 2006) and in undergraduate statistics classes (Furnham & Chamorro-Premuzic, 2004), written essay grades (Hair & Hampson, 2006), and thesis research grades (Chamorro-Premuzic & Furnham, 2003b).”
Fluid intelligence, personality traits and scholastic success: Empirical evidence in a sample of Italian high school students (2007, background): “Furnham and Chamorro-Premuzic (2004), Furnham et al. (2002) and Lounsbury et al. (2003) in particular, showed not only the increased validity of personality with respect to intelligence in predicting academic performance, but also that this additional variance is greater than the variance…”
Personality and Intelligence: Gender, the Big Five, Self-Estimated and Psychometric Intelligence (2005, methodology): “Yet Furnham and Chamorro-Premuzic (2004) found results almost identical to the first study as did ChamorroPremuzic, Furnham, and Moutafi (2004).”
Meta-Analysis of the Relationship Between the Big Five and Academic Success at University (2007, background): “…(2003) UK Neuroticism Extraversion Openness Agreeableness Conscientiousness GPA 118 19.7 58.0 Human medicine Preclinical and clinical study period .07 –.03 .00 .13 26 Furnham & Chamorro-Premuzic (2004) UK Neuroticism Extraversion Openness Agreeableness Conscientiousness Individual score 91…”
Intellectual Competence and the Intelligent Personality: A Third Way in Differential Psychology (2006, unknown): “…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, & Furnham, 2005).”