Personality traits and academic examination performance

By Tomas Chamorro-Premuzic, Adrian Furnham. 2003

496 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/89aa131c0bc0981cc491e3a771ed5492febe8e90

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Broad versus narrow traits: Conscientiousness and honesty–humility as predictors of academic criteria (2011, background): “Interestingly, some previous studies reported positive relations between Emotional Stability and academic performance (e.g. Chamorro-Premuzic & Furnham, 2003b), while a recent meta-analysis found Emotional Stability to be unrelated to academic performance (O’Connor & Paunonen, 2007).”
Secondary school students' engagement profiles and their relationship with academic adjustment and achievement in university (2017, background): “If we restrict the range of intelligence, effort and curiosity become more important for explaining academic performance (Chamorro-Premuzic & Furnham, 2003).”
The five factor model of personality and intelligence: A twin study on the relationship between the two constructs (2012, background): “Conscientiousness, in contrast, has been positively associated with academic performance (Chamorro-Premuzic & Furnham, 2003; Lievens et al., 2002).”
The relationship between personality traits, subjectively-assessed and fluid intelligence (2005, background): “…variables should be considered with IQ as predictors of other, more general or long term, types of everyday performance (i.e., occupational, academic success) (Anastasi, 1998; Chamorro-Premuzic & Furnham, 2003a, 2003b; Hofstee, 2001; Petrides, Chamorro-Premuzic, Fredrickson, & Furnham, in press).”
Personality, Motivation, and College Readiness: A Prospectus for Assessment and Development (2014, unknown): “…(Noftle & Robins, 2007; O’Conner & Paunonen, 2007; Wagerman & Funder, 2007), academic discipline, social activity, emotional control (Chamorro-Premuzic & Furnham, 2003; Robbins, Allen, Casillas, Hamme Peterson, & Le, 2006), and study habits, skills, and attitudes (Crede & Kuncel,…”
Conscientiousness and achievement motivation predict performance (2009, background): “For example self-consciousness; a sub-facet of N, has been shown to correlate positively with GPA while the anxiety component is associated with academic performance in a negative direction (Chamorro-Premuzic & Furnham, 2003).”
The Big Five personality traits, learning styles, and academic achievement (2011, background): “For instance, conscientiousness has consistently emerged as a stable predictor of exam performance (Chamorro-Premuzic & Furnham, 2003) and GPA (Conard, 2006).”
THE RELATIONSHIP BETWEEN THE BIG FIVE PERSONALITY TRAITS AND ACADEMIC MOTIVATION (2005, background): “Conscientiousness has consistently and positively predicted examination performance (Chamorro-Premuzic & Furnham, 2003), as well as grade point average (GPA) and academic success (Busato, Prins, 558 M. Komarraju, S.J. Karau / Personality and Individual Differences 39 (2005) 557–567”
An Empirical Investigation into the Impact of Personality on Individual Innovation Behaviour in the Workplace (2013, background): “Chamorro-Premuzic & Furnham (2003) found that both intelligence and personality comprise salient individual differences affecting performance.”
Personality and intelligence as predictors of statistics examination grades (2004, background): “This study goes further than others in this area by relating psychometric intelligence to statistics exam performance (Chamorro-Premuzic & Furnham, 2003a, 2003b).”
The Big Five and tertiary academic performance: A systematic review and meta-analysis. (2014, background): “…2013 0,150 0,078 0,221 4,044 0,000 Other 0,221 0,173 0,267 8,902 0,000 Psychology Chamorro-Premuzic, 2006 0,420 0,323 0,508 7,806 0,000 Psychology Chamorro-Premuzic & Furnham, 2003a 0,390 0,171 0,573 3,371 0,001 Psychology Chamorro-Premuzic & Furnham, 2003b 0,360 0,246 0,464 5,887 0,000…”