Article2005

Explaining individual differences in scholastic behaviour and achievement

Konstantinos Vassilis Petrides · Tomas Chamorro‐Premuzic · Norah L. Frederickson · Adrian F Furnham

145 citations0/0 files storedBritish Journal of Educational Psychology

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Educational Outcomes and Influences Education, Achievement, and Giftedness Personality Traits and Psychology

Abstract

BACKGROUND: This paper presents results from the first wave of a longitudinal study examining the effects of various psychosocial variables on scholastic achievement and behaviour at school. AIMS: The main aim is to investigate the nature and strength of the effects of major individual difference dimensions on important outcome variables at school level, including academic performance, truancy, and antisocial behaviour. SAMPLES: Data were collected from a sample of 901 pupils on verbal ability (as a proxy for cognitive ability), personality traits, and a number of behavioural indices, including academic performance at 14 and 16 years, number of authorized and unauthorized absences, and exclusions from school due to antisocial conduct. METHODS: During the first stage of the study, seven schools participated in all three phases. Teachers administered a questionnaire battery in class according to a detailed protocol. Additional data were collected from school archives. RESULTS: Analysis of the data through multi-group (male and female pupils) structural equation modelling indicated a very strong effect of verbal ability on academic performance. Extraversion and psychoticism were negatively related to academic performance, although their effects were weak and moderated by gender. Verbal ability, extraversion, and psychoticism predicted absenteeism, truancy, and exclusions from school due to disruptive conduct. The latter three were negatively associated with academic performance. CONCLUSIONS: The findings indicate that major individual difference dimensions like verbal ability and personality traits, have a strong influence on important outcome variables at school level, including academic performance, truancy, and antisocial behaviour. Without fully acknowledging the crucial role of individual differences in shaping behaviour and achievement at school, the timely identification of pupils at risk, and the development of effective intervention schemes will be difficult.

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References

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2008Investigation of the construct of trait emotional intelligence in children 2013The criterion-related validity of personality measures for predicting GPA: A meta-analytic validity competition.2006Personality and school performance: Incremental validity of self- and peer-ratings over intelligence 2007Fluid intelligence, memory span, and temperament difficulties predict academic performance of young adolescents 2012Trait emotional intelligence and its links to university performance: An examination 2018Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educational Contexts

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