Conscientiousness and achievement motivation predict performance

By Michelle Richardson, C. Abraham. 2009

180 citations recorded by the source corpus.

A prospective survey was conducted to identify predictors of university students' grade point average (GPA) using separate samples of female (N = 472) and male (N = 142) students over 9 months. Big five personality traits and achievement motivation were measured. Correlations show that conscientiousness (C) and achievement motivation explained variation in GPA. Latent variable structural equation modelling showed that the effect of C on GPA is fully mediated by achievement motivation for both female and male students. Invariant factor and structural mediation models across the female and male groups are also reported. Finally, the mediation model is shown to remain significant after scholastic achievement is controlled. The findings are interpreted within the framework of Neo‐Socioanalytic theory. Copyright © 2009 John Wiley & Sons, Ltd.

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

View Paper: https://www.semanticscholar.org/paper/eec81b83c8333c5969143747b127b7b12203ccb8

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Citations in the corpus

Investigating grit and its relations with college students’ self-regulated learning and academic achievement (2015, methodology): “work showing that aspects of SRL may mediate the relation between other dispositions or personality traits and students’ academic performance (Bidjerano and Dai 2007; De Feyter et al. 2012; Eilam et al. 2009; Richardson and Abraham 2009).”
Understanding Patterns of College Outcomes among Student Veterans (2012, background): “With respect to students’ background characteristics, the personality traits associated with academic self-efficacy (Zajacova et al., 2005) and conscientiousness (Richardson & Abraham, 2009; Noftle & Robins, 2007; Nguyen et. al., 2005) positively predict college GPA.”
Broad versus narrow traits: Conscientiousness and honesty–humility as predictors of academic criteria (2011, result): “This finding confirms the results of several recent studies (e.g. Chamorro-Premuzic & Furnham, 2003a, b; Conard, 2006; Noftle & Robins, 2007; Richardson & Abraham, 2009) and therefore supports the idea that conscientious students have certain characteristics, such as being organized and capable of…”
Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success (2012, unknown): “There are also associations between achievement motivation and C, with achievement motivation being found to mediate the relationship between C and academic performance (Richardson & Abraham, 2009).”
Five Key Ingredients for Improving Student Motivation (2011, unknown): “( Rugutt and Chemosit, 2009; Louis and Wahlstrom, 2011) Structural characteristics also may include type of tasks, degree of student autonomy, and evaluation (Debnath, Tandon, and Pointer, 2007) • Distance and online learning: Instructors are moving increasingly to distance and online learning…”
The Big Five and tertiary academic performance: A systematic review and meta-analysis. (2014, background): “One study reported correlations by gender only (Richardson & Abraham, 2009).”
Psychological correlates of university students' academic performance: a systematic review and meta-analysis. (2012, background): “A large correlation was observed between conscientiousness and effort regulation (r .53), suggesting a potential mediation model (Richardson & Abraham, 2009).”