Broad versus narrow personality traits in predicting academic performance of adolescents

By John W. Lounsbury, Eric Sundstrom, James L Loveland, Lucy W. Gibson. 2003

137 citations recorded by the source corpus.

Subfields: Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/567d613bbb78a50e7e5d8ded71f9c2e6e54f39e6

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. John W. Lounsbury
2. Lucy W. Gibson
3. S. Robbins
4. Jeff M. Allen
5. J. Loveland
6. Alex Casillas
7. Sandra M. Barbuti
8. Emily J. Shaw

In Social Psychology

1. Jeff M. Allen
2. John W. Lounsbury
3. S. Robbins
4. Lucy W. Gibson
5. Alex Casillas
6. Yi-Lung Kuo
7. M. Hanson
8. C. Schmeiser

Citations in the corpus

• The heritability of conscientiousness facets and their relationship to IQ and academic achievement (2006, unknown): “For academic achievement, positive correlations with conscientiousness have been consistently found (e.g., Busato, Prins, Elshout, & Hamaker, 2000; Lounsbury, Sundstrom, Loveland, & Gibson, 2003 ).”
• Predicting early academic failure in high school from prior academic achievement, psychosocial characteristics, and behavior. (2012, background): “…7% “other” race/ethnicity or preferred not to respond. to represent three broad domains, previous research suggests that the facet-level measurement of PSF characteristics have greater utility and are more likely to predict academic performance (cf. Lounsbury et al., 2003; Paunonen & Ashton, 2001).”
• An Investigation of Personality Traits in Relation to Adolescent School Absenteeism (2004, methodology): “Work Drive was measured by an 11-item scale developed by Lounsbury, Gibson, and Hamrick (2003) .”