Acquaintance reports of personality and academic achievement: A case for conscientiousness ☆

By S. A. Wagerman, D. Funder. 2007

229 citations recorded by the source corpus.

Subfields: Clinical Psychology, Organizational Behavior and Human Resource Management, Social Psychology

View Paper: https://www.semanticscholar.org/paper/46e214b510d26b5331ccc76a99eca9bbb9ad27cd

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In Clinical Psychology

In Organizational Behavior and Human Resource Management

In Social Psychology

Citations in the corpus

Aptitude and Personality Traits in Retention of Engineering Students (2015, background): “…factors, sometimes called dimensions or domains, Conscientiousness is the most consistent and robust in predicting college academic performance (Corker et al., 2012; DeYoung et al., 2007; O’Connor et al., 2007; Noftle & Robins, 2007; Vianello, Robusto, & Anselmi, 2010; Wagerman & Funder, 2007).”
Value tradeoffs propel and inhibit behavior: Validating the 19 refined values in four countries (2017, unknown): “Other-reports of values, like other-reports of personality, may explain unique variance in behavior (Vazire &Mehl, 2008; Wagerman & Funder, 2007).”
The effect of personality traits on academic performance: The mediating role of academic motivation (2012, background): “Wagerman and Funder (2007) count the conscientiousness factor as a valid and unique predictor of college performance.”
Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability (2014, background): “Studying students from a single high school (N = 291; MacCann et al., 2009) or college (N = 131; Wagerman & Funder, 2007) is common for practical 34 reasons of participant recruitment.”
Conscientiousness and achievement motivation predict performance (2009, unknown): “…(BenetMartinez & John, 1998; Hair & Hampson, 2006; John, Donahue, &Kentle, 1991; Peterson, Casillas, & Robbins, 2006; Phillips et al., 2003; Wagerman & Funder, 2007; Wohlrab, Stahl, Rammsayer, & Kappeler, 2007) were used to measure conscientiousness (e.g. ‘does a thorough job’), openness…”
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).”
The Big Five and tertiary academic performance: A systematic review and meta-analysis. (2014, methodology): “Studies employing only a subset of one of the personality measures were not included (e.g. Ahmad, 2011; Furnham, Nuygards, & Chamorro-Premuzic, 2013; Wagerman & Funder, 2007), and studies using single course or examination grade as criterion variable were also excluded (e.g. Ziegler, Danay,…”
Other-rated personality and academic performance: Evidence and implications (2014, background): “Conscientiousness is arguably the oldest of modern personality dimensions, with Webb (1915) reporting a factor similar to Conscientiousness that was subsequently confirmed by Deary (1996).”
An Investigation of Students’ Personality Traits and Attitudes toward Science (2011, background): “Wagerman and Funder (2007) also found that Conscientiousness was a valid and unique predictor of college performance.”
Measurement Matters: Assessing Personal Qualities Other Than Cognitive Ability for Educational Purposes (2015, background): “…that circumstance (Oswald, Schmitt, Kim, Ramsay, & Gillespie, 2004; Ployhart & MacKenzie, 2011), asking students to make observations of their peers (Wagerman & Funder, 2007), indirectly assessing personal qualities through innovative application of factor analysis to conventionally collected…”
The Big Five personality traits, goal orientations, and academic achievement (2017, unknown): “…Conscientiousness has been related to academic achievement regardless of how this achievement is operationalized (Chamorro-Premuzic & Furnham, 2003; Conrad, 2006; O & Paunonen, 2007; Wagerman & Funder, 2007; Noftle & Robins, 2007; Hakimi, Hejazi, & Lavasani, 2011; Steinmayr, Bipp, & Spinath, 2011).”
Personality, Motivation, and College Readiness: A Prospectus for Assessment and Development (2014, unknown): “The psychosocial factors include conscientiousness (Noftle & Robins, 2007; O’Conner & Paunonen, 2007; Wagerman & Funder, 2007), academic discipline, social activity, emotional control (Chamorro-Premuzic & Furnham, 2003; Robbins, Allen, Casillas, Hamme Peterson, & Le, 2006), and study habits,…”