Intelligence, “Big Five” personality traits, and work drive as predictors of course grade

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

304 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6371a2a2569b70086de707fc24d97957bdcdcf6c

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

An Investigation of Broad and Narrow Personality Traits in Relation to General and Domain-Specific Life Satisfaction of College Students (2005, background): “... implications of these findings would be to incorporate personality measures into the admissions process for prospective college students, especially since personality traits are also predictive of academic success in college, as can be seen in the extensive and long-standing literature on person”
Fluid intelligence, personality traits and scholastic success: Empirical evidence in a sample of Italian high school students (2007, background): “With regard to this and in agreement with Lounsbury et al. (2003), it is striking that few studies have examined the incremental validity of the personality variables with respect to cognitive ability in predicting academic success, with the exception of studies conducted by Brown (1994), Roessler…”
Personality and intelligence as predictors of academic achievement : A cross-sectional study from elementary to secondary school (2007, background): “Based on previous research, it was hypothesized that, although intelligence would be more closely related to academic achievement than any of the personality traits at every grade level (Aluja-Fabregat & Blanch, 2004; Lounsbury, Sundstrom, Loveland, & Gibson, 2003; Rindermann & Neubauer, 2001), th”
I used to work at Goldman Sachs! How firms benefit from organizational status in the market for human capital (2015, unknown): “For example, senior associates were assigned a value of 2, and senior vice presidents were assigned a value of 4 unless other evidence suggested that they were more senior than this. performance, conscientiousness and intelligence (Roth et al. , 1996; Lounsbury et al. , 2003)).”
Investigating Factors Related to Retention of At-Risk College Students. (2011, background): “However, the factor of conscientiousness has been consistently and clearly established as a positive correlate to academic success (Chamorrow-Premuzic et al., 2006; Kelly & Johnson, 2005; Lounsbury et al., 2003; Phillips et al., 2003; Scepancy & Bjornsen, 2003).”
Differences in Learning and Study Strategies between High and Low Achieving University Students: A Hong Kong study (2007, background): “Generally, this index is also a good predictor to students' general intelligence (Lounsbury, Sundstrom, Loveland, & Gibson, 2003 ; Ridgell & Lounsbury, 2004 ).”
An in-depth look at scholastic success: Fluid intelligence, personality traits or emotional intelligence? (2009, background): “The second hypothesis (H2) was also confirmed, in that personality traits add an incremental variance to fluid intelligence in explaining scholastic success, expressed in terms of GPA (Di Fabio & Busoni, 2007; Furnham & Chamorro-Premuzic, 2004; Furnham et al., 2003; Lounsbury et al., 2003), supplyin”