Intellectual Competence and the Intelligent Personality: A Third Way in Differential Psychology

By Tomas Chamorro-Premuzic, Adrian Furnham. 2006

222 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/dcb721e751aa4ceb9f2ccd904fb01d4a9f8bacce

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Big Five personality predictors of post-secondary academic performance (2007, background): “Ability factors alone, however, are not sufficient to account fully for individual differences in academic success (Chamorro-Premuzic & Furnham, 2006).”
Personality, intelligence and approaches to learning as predictors of academic performance (2008, methodology): “Although the single wave nature of our data makes these causational interpretations speculative at best, this model is consistent with Chamorro-Premuzic and Furnham (2006) conceptualization of different ability and non-ability determinants of AP, and expands it by including a learning approach…”
Predicting Achievement in Mathematics in Adolescent Students (2013, background): “…and personality traits which, some authors define as key individual factors contributing to academic achievement (Ackerman & Haggestad, 1997; Bratko, Chamorro-Premuzic, & Saks, 2006; Chamorro-Premuzic & Furnham, 2005, 2006; Laidra, Pullmann, & Allik, 2007; Watkins, Lei, & Canivez, 2007).”
Why are women underrepresented in Computer Science? Gender differences in stereotypes, self-efficacy, values, and interests and predictors of future CS course-taking and grades (2014, background): “In fact, it has been shown that conscientiousness predicts higher grades for college students (Chamorro-Premuzic & Furnham, 2006) and better job performance (Schmidt, Shaffer, & Oh, 2008).”
Other-rated personality and academic performance: Evidence and implications (2014, background): “Academic performance and g have been so closely associated empirically and conceptually that the former is often the primary validating criterion for tests of the latter (Chamorro-Premuzic & Furnham, 2006).”
A meta-analysis of the five-factor model of personality and academic performance. (2009, background): “Reduced participation in education at higher academic levels can lead to range restriction (Chamorro-Premuzic & Furnham, 2006; Jensen, 1980).”
Big five personality factors, hardiness, and social judgment as predictors of leader performance (2009, background): “These results also lend support to recent arguments for the “intelligent personality”, a more integrated approach to understanding intellectual abilities and personality factors as they may contribute to performance in a variety of contexts (Chamorro-Premuzic and Furnham, 2006).”
Soft skills in higher education: importance and improvement ratings as a function of individual differences and academic performance (2010, methodology): “This is consistent with the idea that lower ability students may use soft skills to compensate for their poorer analytic/reasoning skills, just as conscientious students are more likely to use soft skills to improve their academic performance (Chamorro-Premuzic & Furnham, 2006b).”
Subjective evaluations of intelligence and academic self-concept predict academic achievement: Evidence from a selective student population (2009, unknown): “…review), personality traits (e.g., Blickle, 1996; Bratko, Chamorro-Premuzic, & Saks, 2006; Chamorro-Premuzic & Furnham, 2003; see also De Raad & Schouwenburg, 1996) and mediating constructs (e.g., Chamorro-Premuzic & Furnham, 2006a,b; Elliot & McGregor, 2001) in both school and university domains.”
Scientific Talent, Training, and Performance: Intellect, Personality, and Genetic Endowment (2008, background): “The former pertain to what persons can do, the latter to what persons generally do (Chamorro-Premuzic & Furnham, 2006).”