Personality and Intellectual Competence

By Tomas Chamorro-Premuzic, Adrian Furnham. 2005

380 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c6aeac0a41e77f07f23847cdfa60030c6d78980a

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In Social Psychology

Citations in the corpus

Ability EI as an intelligence? Associations of the MSCEIT with performance on emotion processing and social tasks and with cognitive ability (2007, result): “…& Furnham, 2003), people do have some ability to assess their own EI-related capabilities, and that the magnitude of the correlation between self-assessed EI and performance measures is similar in magnitude to that between self-assessed and measured intelligence (Chamorro-Premuzic & Furnham, 2005).”
Big Five personality predictors of post-secondary academic performance (2007, methodology): “The relation between Conscientiousness and academic performance has often been interpreted in terms of motivation; conscientious students are thought to be more motivated to perform well academically than are less conscientiousness students (Chamorro-Premuzic & Furnham, 2005).”
The impact of hope, self-esteem, and attributional style on adolescents' school grades and emotional well-being: A longitudinal study (2007, background): “…others have expended much research energy on identifying the factors associated with adolescents' school performance and overall adjustment (e.g., Chamorro-Premuzic & Furnham, 2005; Smetana, Campione-Barr, & Metzger, 2006; Steinberg & Morris, 2001) and numerous individual difference factors of…”
Self‐Assessed Intelligence and Academic Performance (2006, methodology): “This 50-item test has been extensively used in differential and educational research (Chamorro-Premuzic & Furnham, 2005).”
Gender Differences in Self-Estimates of General, Mathematical, Spatial and Verbal Intelligence: Four Meta Analyses. (2011, methodology): “In the present study we focus on self-estimates of ability or self-assessed intelligence (Chamorro-Premuzic & Furnham, 2005), though similar sex differences have been reported for other ability self-concept constructs.”
When IQ is not everything: Intelligence, personality and academic performance at school (2012, methodology): “There is a rich history of research that has examined the links between personality and intelligence (e.g. Ackerman & Heggestad, 1997; Brebner & Stough, 1995; Chamorro-Premuzic & Furnham, 2005; Zeidner, 1995).”
Perseverant grit and self-efficacy: Are both essential for children’s academic success? (2019, background): “Some have posited that individuals with higher cognitive ability are able to succeed without much need for conscientiousness, whereas those of lower cognitive ability may have to work harder to compensate for their lower levels of ability (Chamorro-Premuzic & Furnham, 2005).”
PERSONALITY PROCESSES AND INDIVIDUAL DIFFERENCES Grit: Perseverance and Passion for Long-Term Goals (2007, neutral): “There are notable exceptions to this trend (cf. Ackerman & Heggestad, 1997; Chamorro-Premuzic & Furnham, 2005), but in general, psychology has ignored the recommendations of Wechsler (1940) and R. B. Cattell and Butcher (1968), who cautioned that the independent study of either noncognitive or…”
Gender differences in school success: what are the roles of students’ intelligence, personality and motivation? (2014, background): “Agreeableness has been found to be weakly associated with school achievement when it is measured as grades (r = 0.07; MA/LR: Poropat 2009) compared with standardised achievement tests (MA/LR: Chamorro-Premuzic and Furnham 2005).”
Soft skills in higher education: importance and improvement ratings as a function of individual differences and academic performance (2010, methodology): “Moreover, several of the attributes that constitute soft skills taxonomies refer to dispositional traits that may change very little during the years of higher education and are known to affect academic grades (Chamorro-Premuzic & Furnham, 2005, 2006a).”