Personality, intelligence and approaches to learning as predictors of academic performance

By Tomas Chamorro-Premuzic, Adrian Furnham. 2008

472 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/bf34b105c9bac4657ce83ba7c39d29f3d1451669

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In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Big Five and tertiary academic performance: A systematic review and meta-analysis. (2014, unknown): “Journal of Occupational and Organizational Psychology, 73(3), 321-344. doi:http://dx.doi.org.ez.statsbiblioteket.dk:2048/10.1348/096317900167056 * Furnham, A. (2012).”
The five factor model of personality and intelligence: A twin study on the relationship between the two constructs (2012, result): “The associations between openness to experience and intelligence here were in accordance with previous studies (Ashton, Lee, Vernon,Jang, K.L., & Jang, 2000; Chamorro-Premuzic & Furnham, 2008; Gignac, Stough, & Loukomitis, 2004).”
The effect of personality traits on academic performance: The mediating role of academic motivation (2012, background): “For instance Chamorro-Premuzic and Furnham (2008) proposing the ‘‘investment” role of openness to experience as a determinant of higher IQ, argue that IQ is separately affected by fluid intelligence and openness to experience and affected deep learning, which in turn led to higher grades.”
Is creativity without intelligence possible? A Necessary Condition Analysis (2016, unknown): “4, 6 BGRT α = .93 (Study 4) α = .73 (Study 6) Substantial correlations with Wonderlic Personnel Test (ranging from r = .44, Chamorro-Premuzic & Furnham, 2008, to r = .65, Furnham & Chamorro-Premuzic, 2006).”
Revisiting the association between music lessons and intelligence: Training effects or music aptitude? ☆ (2017, background): “Openness is also the personality trait that has the strongest association with intelligence (e.g., Chamorro-Premuzic & Furnham, 2008; Harris, 2004).”
Gender differences in academic achievement: The mediating role of personality (2016, background): “…been assuming a prominent role, as it predictsmotivation andwillingness to perform a task, engagement in non-academic activities, attitudes with regard to studying and approaches to learning (Chamorro-Premuzic & Furnham, 2008; Komarraju, Karau, & Schmeck, 2009; Willingham, Pollack, & Lewis, 2002).”
Creativity and Academic Achievement: A Meta-Analysis (2017, background): “In the case of creativity, this would include factors such as intelligence and personality (Chamorro-Premuzic & Furnham, 2008; Day, Hanson, Maltby, Proctor, & Wood, 2010), thinking styles (Zhang, 2004, 2010, 2012; Zhang & Sternberg, 2005), motivational factors (Bandura, 1997; Hill & Amabile, 1993;…”
Mainly Openness: The relationship between the Big Five personality traits and learning approaches (2009, background): “420, Duff 146; Furnham 430; Shokri 419; Chamorro-Premuzic (2007), Chamorro-Premuzic, & Furnham (2008) 221,158.”
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness (2010, background): “…and Zhang and Watkins (2001) Personality Groves (2005) and Herington and Weaven (2008) Arteche et al. (2009), Chamorro-Premuzic et al. (2007), Chamorro-Premuzic and Furnham (2008, 2009), Diseth (2003), Duff et al. (2004), Furnham et al. (2008), Swanberg and Martinsen (2010) and Zhang…”
The role of self- efficacy, task value, and achievement goals in predicting learning approaches and mathematics achievement (2010, background): “The obtained results corroborate previous findings, indicating students with deep approach are possessed of better academic outcomes as compared to those with surface approach (Chamorro-Premuzic & Furnham, 2008).”