The influence of personality on three aspects of cognitive performance: processing speed, intelligence and school performance

By H. Rindermann, Aljoscha C. Neubauer. 2001

110 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/7f383c377ad36e93c8c26be1951afc5a7be97f63

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Personality and intelligence as predictors of academic achievement : A cross-sectional study from elementary to secondary school (2007, background): “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.”
Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance (2003, unknown): “…associations of AP with Neuroticism (Cattell & Kline, 1977; De Barbenza & Montoya, 1974; Furnham & Medhurst, 1995; Furnham & Mitchell, 1991; Rindermann & Neubauer, 2001), Extraversion (Entwistle & Entwistle, 1970; Eysenck & Cookson, 1969; Sanchez-Marin, Rejano-Infante, & Rodriguez-Troyano,…”
Hardiness and undergraduate academic study: The moderating role of commitment (2007, background): “Increasingly, personality variables have become implicated in isolation, as they appear to be powerful enough on their own to explain a moderate percentage of the variance in academic performance (Rindermann & Neubauer, 2001; Sanchez-Marin, Rejano-Infante, & Rodriguez-Troyano, 2001).”
Conscientiousness Is the Most Powerful Noncognitive Predictor of School Achievement in Adolescents (2016, background): “It has been shown that test anxiety is negatively correlated with academic achievement at different educational levels (Hembree, 1988; Rindermann & Neubauer, 2001).”
Little More than Personality: Dispositional Determinants of Test Anxiety (the Big Five, Core Self-Evaluations, and Self-Assessed Intelligence). (2008, unknown): “Liebert, 1969), self-motivation (Zeidner, 1995), self-concept ( Rindermann & Neubauer, 2001 ), and self-confidence (Koivula, Hassmen & Fallby, 2002).”
Personality predicts academic performance: Evidence from two longitudinal university samples (2003, background): “This will support a diversity of recent empirical studies that found significant associations between established personality dimensions and several indicators of academic attainment (Blickle, 1996; Cacioppo et al., 1996; De Raad & Schouwenburg, 1996; Goff & Ackerman, 1992; Rindermann & Neubauer, 2”