Individual differences and undergraduate academic success: the roles of personality, intelligence, and application

By Tom Farsides, Ruth Woodfield. 2003

474 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/ee617cf9791bf54a9afb1f4e2ae5fc83e706dffa

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Academic tutors at the frontline of student support in a cohort of students succeeding in higher education (2009, background): “Historically, it has been accepted that intelligence and motivation are key indicators for academic success (Harris 1940, cited in Farsides and Woodfield 2003 ).”
The interaction between emotional intelligence and cognitive ability in predicting scholastic performance in school-aged children. (2012, methodology): “In particular, past research in this field has primarily focused on cognitive abilities (Colom & Flores-Mendoza, 2007; Farsides & Woodfield, 2003; Neisser et al., 1996) demonstrating the important predictive role of IQ on academic performance (Neisser et al., 1996).”
The Big Five personality traits, learning styles, and academic achievement (2011, background): “Further, openness has been found to be associated with learning styles that are positively associated with academic success (Farsides & Woodfield, 2003).”
Aptitude is not enough: How personality and behavior predict academic performance. (2006, background): “…to include all Big Five traits because they occur together in individuals, they are intercorrelated, and have shown diVerent patterns of validity when assessed together than when correlated individually (Chamorro-Premuzic & Furnham, 2003a, 2003b; Farsides & WoodWeld, 2003; Oswald et al., 2004).”
Class Attendance in College (2010, methodology): “Finally, we carefully screened all data sources to ensure that data that had been published more than once (e.g., Farsides & Woodfield, 2003; Woodfield, Jessop, & McMillan, 2006) were included only once in our analysis.”
Meta-Analysis of the Relationship Between the Big Five and Academic Success at University (2007, background): “Author(s) Country Predictor Criterion N A F Study major Study level r De Fruyt & Mervielde (1996) Belgium Neuroticism Extraversion Openness Agreeableness Conscientiousness GPA 343 23.4 .0 Multiple majors Main study period –.18 .05 –.11 .06 .35 Neuroticism Extraversion Openness Agreeableness Conscien”
Life Satisfaction and Student Performance. (2005, background): “We control for the effects of demographic variables and cognitive ability, because the latter is one of the variables most likely to influence student performance (e.g., Farsides & Woodfield, 2003; Kuncel, Hezlett, & Ones, 2001; Ree & Earles, 1992; Schmidt & Hunter, 1992).”
Acquaintance reports of personality and academic achievement: A case for conscientiousness ☆ (2007, background): “Farsides and Woodfield (2003) called the relationship between”
Personality and intelligence as predictors of academic achievement : A cross-sectional study from elementary to secondary school (2007, methodology): “Consistent with several earlier studies (Farsides & Woodfield, 2003; Rindermann & Neubauer, 2001), both intelligence and personality were found to contribute to academic success, but even in combination, they did not account for more than approximately 30% of the total variance in GPA.”
Leader emergence: the role of emotional intelligence and motivation to lead (2011, methodology): “We measured academic achievement, which is dependent on individual intelligence (e.g. Busato et al., 2000; Farsides and Woodfield, 2003; McCabe, 1991), in terms of overall university grade point average (on a scale from 0 to 4.”
The Influence of Personality on Social Participation in Learning Environments (2006, background): “However, some studies obtainedmixed results (e.g., Furnham&Mitchell, 1991) or no correlation (Farsides & Woodfield, 2003).”