Conscientiousness Is the Most Powerful Noncognitive Predictor of School Achievement in Adolescents
By Barbara Dumfart, Aljoscha C. Neubauer. 2016
167 citations recorded by the source corpus.
Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/bae056baa8a63d03ccb84bcc23178544108eca56
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
- Agathi Lakioti
- Abdullah Alamer
- Johanna Fleckenstein
- M. Back
- A. Stalikas
- Gabriel Nagy
- Jens Möller
- Christos Pezirkianidis
In Experimental and Cognitive Psychology
- Gabriel Nagy
- Jens Möller
- Jan Retelsdorf
- Agathi Lakioti
- Abdullah Alamer
- Johanna Fleckenstein
- M. Back
- Maria Christopoulou
In Social Psychology
- Gabriel Nagy
- Jan Retelsdorf
- Jens Möller
- Agathi Lakioti
- Abdullah Alamer
- Johanna Fleckenstein
- M. Back
- Maria Christopoulou
Citations in the corpus
- Grit and language learning: construct validation of L2-Grit scale and its relation to later vocabulary knowledge (2021, background): “Despite these findings, researchers continue to test the dimensionality of grit using the aforementioned scales, and some adapt it to suit different contexts (e.g. Clark & Malecki, 2019; Cred e et al., 2017; Dumfart & Neubauer, 2016; Muenks et al., 2017).”
- The Role of Grit in Education: A Systematic Review (2018, background): “mentary were the results of the study by Dumfart and Neubauer (2016), who in-”
- Same Same, but Different? Relations between Facets of Conscientiousness and Grit (2018, background): “…concluded that neither global measures of grit nor conscientiousness were significant predictors of literacy skills when they were considered simultaneously, and Dumfart and Neubauer (2016) found that global grit did not explain additional variance in GPA when controlling for conscientiousness.”