Aptitude is not enough: How personality and behavior predict academic performance.

By Maureen Conard. 2006

435 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/ca4a250c5ebbc7e45b3f9fa172610deb6874c178

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Cognitive and Non-Cognitive Predictors of College Readiness and Performance: Role of Academic Discipline. (2013, background): “Amongst the psychosocial factors that have been examined, conscientiousness is a personality trait that has emerged as a robust predictor of academic performance, beyond cognitive ability (Conard, 2006; Noftle & Robins, 2007).”
A meta-analysis of the five-factor model of personality and academic performance. (2009, methodology): “An exception to this was if the more broadly based measure was obtained using self-report (e.g., Conard, 2006, and Ridgell & Lounsbury, 2004, used both selfreported GPA and a course assessment).”
Undergraduate Time Use and Academic Outcomes: Results from the University of California Undergraduate Experience Survey 2006 (2010, background): “Past research suggests that conscientiousness is strongly related to greater academic performance (Conrad, 2006; Zyphur et al., 2008) and higher academic achievement (Trapmann, Hell, Hirn, & Schuler, 2007; Wagerman & Funder, 2007).”
Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? (2013, result): “The importance of effort regulation is supported by some prior research that identify related mechanisms such as the Big Five personality trait of conscientiousness (Conard, 2006), as well as academic discipline, degree commitment, and emotional control (Robbins, Allen, Casillas, Peterson, & Le, 200”
Perfectionism Dimensions and Research Productivity in Psychology Professors: Implications for Understanding the (Mal)Adaptiveness of Perfectionism (2010, background): “This result (while small in magnitude) complements research linking conscientiousness to positive outcomes in academic settings (Conard, 2006) and extends this literature beyond the usually studied population (undergraduates) and criterion (GPA).”
The Big Five and tertiary academic performance: A systematic review and meta-analysis. (2014, background): “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 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).”
Self-Regulation and School Success (2013, background): “Similarly, several cross-sectional studies of college students have shown that aspects of self-regulation are more strongly associated with GPA than with SAT scores (Conard, 2005 ; Not le & Robins, 2007 ; Wolfe & Johnson, 1995 ).”
Broad versus narrow traits: Conscientiousness and honesty–humility as predictors of academic criteria (2011, background): “A number of previous studies have demonstrated that of the personality dimensions, Conscientiousness is the strongest predictor of academic performance (e.g. Chamorro-Premuzic & Furnham, 2003a, b; Conard, 2006; Noftle & Robins, 2007; Richardson & Abraham, 2009).”
Big Five personality predictors of post-secondary academic performance (2007, background): “…90% CI = 90% confidence interval around qcorr. more narrow indicators of academic performance such as final grades in an undergraduate course (Conard, 2006; Dollinger & Orf, 1991; Lounsbury, Sundstrom, Loveland, & Gibson, 2003; Paunonen & Ashton, 2001a), mid-term exam grades in introductory…”
Meta-Analysis of the Relationship Between the Big Five and Academic Success at University (2007, background): “According to this assumption, an incremental validity of Conscientiousness over and above GMA, as Schmidt and Hunter (1998) found for job performance, can be expected for academic performance as well (Conard, 2006; Ridgell & Lounsbury, 2004).”
Development and initial validation of an implicit measure of humility relative to arrogance (2006, background): “It is also important to note that increases in self-reported conscientiousness were associated with increases in academic performance when other personality and self-concept dimensions were statistically controlled (see Table VII), a finding consistent with previous research (Conard, 2006).”
Predicting Student Performance from LMS Data: A Comparison of 17 Blended Courses Using Moodle LMS (2017, background): “Moreover, face-to-face class attendance has been shown to be significantly positively correlated with exam scores [42], [50], [51].”