Personality and family influences on adolescent attitudes to school and self-rated academic performance

By P. Heaven, Anita S Mak, Jocelyn Barry, Joseph Ciarrochi. 2002

118 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/62f7ae0522f72a60bbdbb38cabaf66cb34908855

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In Clinical Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

Personality and intelligence as predictors of academic achievement : A cross-sectional study from elementary to secondary school (2007, result): “Consistent with several earlier studies (Farsides & Woodfield, 2003; Rindermann & Neubauer, 2001), both intelligence and personality were found to contribute to academic success, but even in combination, they did not account for more than approximately 30% of the total variance in GPA. As expected, ”
Fluid intelligence, personality traits and scholastic success: Empirical evidence in a sample of Italian high school students (2007, result): “Many studies found no significant relationship (Furnham & Mitchell, 1991; Halamandaris & Power, 1999; Heaven et al., 2002), other studies found contrasting results as some criterion variables suggested a positive relationship, while others again indicated no relationship (Goff & Ackerman, 1992;…”
An in-depth look at scholastic success: Fluid intelligence, personality traits or emotional intelligence? (2009, result): “to highlight, even in the present study, the lack of ties, already underlined by Mayer et al. (2002), between the ability-based measures and personality traits, in that they are theoretically distinct constructs.”
On Being Gifted, but Sad and Misunderstood: Social, emotional, and academic outcomes of gifted students in the Wollongong Youth Study (2007, background): “High levels of psychoticism have been consistently associated with poor work habits and lower academic performance (Eysenck & Eysenck, 1985; Heaven, Mak, Barry, & Ciarrochi, 2002; Petrides, ChamorroPremuzic, Frederickson, & Furnham, 2005), whereas conscientiousness is associated with positive attrib”