Personality and intelligence as predictors of academic achievement : A cross-sectional study from elementary to secondary school

By K. Laidra, Helle Pullmann, Jüri Allik. 2007

597 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/cba7ffa3598f95aabf2be5f11b08af24775012a9

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In Clinical Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

The effect of personality traits on academic performance: The mediating role of academic motivation (2012, result): “Prior research also confirm the role of openness to experience as one of the main personality factors that predict academic motivation (e.g., Clark & Schroth, 2010) and academic performance (e.g., Laidra et al., 2007; Komarraju, Karau, & Schmeck, 2009).”
Sex differences in secondary school success: why female students perform better (2013, background): “50 (Neisser et al. 1996; Jensen 1980, p. 319; Laidra et al. 2007; Furnham et al. 2009; Lu et al. 2011), nominating intelligence as a promising reason of sex differences in academic success.”
Conscientiousness Is the Most Powerful Noncognitive Predictor of School Achievement in Adolescents (2016, background): “This result is comparable to findings of studies in similar populations; in nonselective schools where intelligence is not (yet) range-restricted (Freudenthaler et al., 2008; Laidra et al., 2007).”
Ability and Trait Emotional Intelligence (2013, background): “For example, Laidra, Pullmann, and Allik (2007) showed that agreeableness was an important predictor of academic performance (Grade Point Average) in primary school, but not in secondary school children.”
Are cognitive g and academic achievement g one and the same g? An exploration on the Woodcock–Johnson and Kaufman tests (2012, background): “Indeed, after controlling for restriction of range, Laidra, Pullmann, and Allik (2007) found that academic achievement (as assessed by GPA) relies on general cognitive ability (as assessed by the Raven's Standard Progressive Matrices) through the school years.”
Sex differences in school achievement: what are the roles of personality and achievement motivation? (2008, background): “More or less consistent evidence for a positive correlation with school performance (e.g. Laidra et al., 2007) has been found only for conscientiousness.”
Predicting Achievement in Mathematics in Adolescent Students (2013, background): “Conscientiousness is most consistently identified as relevant to academic achievement in adolescent students (Barbaranelli, Caprara, Rabasca, & Pastorelli, 2003; Bratko et al., 2006; Laidra et al., 2007; Smrtnik Vitulić & Zupančič, 2011; Steinmayr et al., 2011; Trautwein, Lüdtke, Roberts, Schnyder, ”
Stability and change in adolescents' personality: a longitudinal study (2006, background): “Although general intelligence is significantly related to academic achievement ( Laidra, Pullmann, & Allik, 2006, for this sample), performance in school contextalso dependsonvarious other aspects like social relations, environment etc.”
Relations of academic and general self-esteem to school achievement (2008, background): “The validity of GPA as a measure of academic achievement in the same schoolchildren (Samples 1 and 2) is recently reported ( Laidra, Pullmann, & Allik, 2007 ).”