Personality, cognition, and university students' examination performance

By P. Jonathon Phillips, C. Abraham, R. Bond. 2003

165 citations recorded by the source corpus.

A prospective study explored the relationship between personality traits (as defined by the five factor model), type of motivation (as defined by self‐determination theory), and goal‐specific cognitions (including those specified by the theory of planned behaviour) as antecedents of degree performance amongst undergraduate students. A sample of 125 students completed a questionnaire two to three months before their final examinations. Structural equation modelling was used to explore relationships. Intention and perceived behavioural control explained 32% of the variance in final degree marks, with intention being the strongest predictor. Controlling for theory of planned behaviour variables, anticipated regret, good‐student identity, controlled extrinsic motivation, Conscientiousness, and Openness had direct significant effects on intention. In total, 65% of the variance in intention was explained. The resultant model illustrates how personality traits may affect examination performance by means of mediators such as intention, anticipated regret, student identity, and autonomous intrinsic motivation. Copyright © 2003 John Wiley & Sons, Ltd.

Subfields: Applied Psychology, Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c63c75de425249308953d6c55a733e041b83c5c5

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Citations in the corpus

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).”
Big Five personality predictors of post-secondary academic performance (2007, background): “Measures of the factor have been found to predict GPA (Farsides & Woodfield, 2003; Gray & Watson, 2002; Lievens et al., 2002; Phillips et al., 2003; Rothstein et al., 1994), final course grades (Lounsbury et al., 2003), grades on a psychology exam (Dollinger & Orf, 1991), and class participation…”
Conscientiousness and achievement motivation predict performance (2009, unknown): “…English big five inventory (BenetMartinez & John, 1998; Hair & Hampson, 2006; John, Donahue, &Kentle, 1991; Peterson, Casillas, & Robbins, 2006; Phillips et al., 2003; Wagerman & Funder, 2007; Wohlrab, Stahl, Rammsayer, & Kappeler, 2007) were used to measure conscientiousness (e.g. ‘does a…”
Self-determination Theory and the psychology of exercise (2008, background): “, 2003 ; Wilson & Rodgers, 2004 ; Standage et al.”
The Role of Self-Perceptions in the Prediction of Household Recycling Behavior in Australia (2012, unknown): “…of self-identity (i.e., perceptions of oneself as a ‘good student’) and personality traits from the five-factor model to predict examination performance, Phillips, Abraham, and Bond (2003) found that self-identity and conscientiousness had a direct effect on examination performance intentions.”