Personality and school performance: Incremental validity of self- and peer-ratings over intelligence

By D. Bratko, Tomas Chamorro-Premuzic, Zrnka Saks. 2006

176 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4e87dda3d17f95f0b546fbf0925baa3f991c94df

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. T. Judge
2. Deniz S. Ones
3. A. Erez
4. C. Viswesvaran
5. Stephan Dilchert
6. Arthur Poropat
7. R. Kappe
8. Gregor Socan

In Experimental and Cognitive Psychology

1. R. Steinmayr
2. T. Judge
3. Birgit Spinath
4. A. Erez
5. Gregor Socan
6. M. Zupančič
7. Melita Puklek Levpušček
8. C. Viswesvaran

In Social Psychology

1. T. Judge
2. R. Steinmayr
3. Deniz S. Ones
4. Birgit Spinath
5. A. Erez
6. C. Viswesvaran
7. Stephan Dilchert
8. R. Kappe

Citations in the corpus

• INTERACTION AND INTERSECTION: THE CONSTELLATION OF EMOTIONAL STABILITY AND EXTRAVERSION IN PREDICTING PERFORMANCE (2007, background): “For example, Extraversion is a valid predictor of sales performance (Vinchur, Schippmann, Switzer, & Roth, 1998) but is negatively related to academic performance ( Bratko, Chamorro-Premuzic, & Saks, 2006 ) and research productivity (Rushton, Murray, & Paunonen, 1987).”
• Predicting academic success in higher education: what’s more important than being smart? (2012, background): “Recent research has shown that personality accounts for variance in academic achievement over and above intelligence (Bratko et al. 2006; Gilles and Bailleux 2001; Noftle and Robins 2007; Poropat 2009), and that personality may have even more predictive power than intelligence at the post-secondary…”
• Predicting Achievement in Mathematics in Adolescent Students (2013, background): “Conscientiousness is most consistently identified as relevant to academic achievement in adolescent students (Barbaranelli, Caprara, Rabasca, & Pastorelli, 2003; Bratko et al., 2006; Laidra et al., 2007; Smrtnik Vitulić & Zupančič, 2011; Steinmayr et al., 2011; Trautwein, Lüdtke, Roberts, Schnyder, ”
• IN SUPPORT OF PERSONALITY ASSESSMENT IN ORGANIZATIONAL SETTINGS (2007, background): “Af ewfield studies have examined the criterion-related validity of peer ratings of personality for job performance (Mount, Barrick, & Strauss, 1994), as well as high school grades ( Bratko, Chamorro-Premuzic, & Saks, 2006 ) and career success (Judge, Higgins, Thoresen, & Barrick, 1999).”
• Sex differences in school achievement: what are the roles of personality and achievement motivation? (2008, background): “Although the associations between the Big Five personality traits and school performance are not strong, personality contributes to the prediction of school performance over and beyond intelligence (e.g. Bratko et al., 2006).”
• Which factors best account for academic success: Those which college students can control or those they cannot? (2008, methodology): “Conscientiousness remains a moderate predictor even when measures of verbal intelligence or academic ability have been included in the prediction model (e.g., Bratko et al., 2006; Conard, 2006).”