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Predicting school achievement in boys and girls
16 references·16 citing·43 second hopsampled
Predicting school achievement in boys and girls (2008)Predicting school achievement in boys and…Measuring personality in one minute or less: A 10-item short version of the Big Five Inventory in English and German (2006)Measuring personality in one …Intelligence and educational achievement (2006)Intelligence and educational …The gender similarities hypothesis. (2005)The gender similarities hypot…Changes in Children’s Self-Competence and Values: Gender and Domain Differences across Grades One through Twelve (2002)Changes in Children’s Self-Co…Approach-avoidance motivation in personality: Approach and avoidance temperaments and goals. (2002)Approach-avoidance motivation…Approach-avoidance motivation in personality: Approach and avoidance temperaments and goals. (2002)Approach-avoidance motivation…Gender differences in personality traits across cultures: Robust and surprising findings. (2001)Gender differences in persona…Gender differences in self-esteem: A meta-analysis. (1999)Gender differences in self-es…Test Anxiety: The State of the Art (1998)Test Anxiety: The State of th…Handbook of educational psychology (1997)Handbook of educational psych…Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis. (1996)Approach and avoidance achiev…Sex Differences in Mental Test Scores, Variability, and Numbers of High-Scoring Individuals (1995)Sex Differences in Mental Tes…Gender differences in personality: A meta-analysis. (1994)Gender differences in persona…Personality Structure: Emergence of the Five-Factor Model (1990)Personality Structure: Emerge…An alternative "description of personality": The Big-Five factor structure. (1990)An alternative "description o…Validation of the five-factor model of personality across instruments and observers. (1987)Validation of the five-factor…The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories (2021)The role of affective teacher…The unique contribution of working memory, inhibition, cognitive flexibility, and intelligence to reading comprehension and reading speed (2019)The unique contribution of wo…Gender Fairness in Self-Efficacy? A Rasch-Based Validity Study of the General Academic Self-Efficacy Scale (GASE) (2017)Gender Fairness in Self-Effic…Gender differences in motivation, engagement and achievement are related to students' perceptions of peer—but not of parent or teacher—attitudes toward school (2016)Gender differences in motivat…Conscientiousness Is the Most Powerful Noncognitive Predictor of School Achievement in Adolescents (2016)Conscientiousness Is the Most…Using individual interest and conscientiousness to predict academic effort: Additive, synergistic, or compensatory effects? (2015)Using individual interest and…The role of chronotype, gender, test anxiety, and conscientiousness in academic achievement of high school students (2015)The role of chronotype, gende…Motivation: A predictor of PISA's mathematical competence beyond intelligence and prior test achievement (2015)Motivation: A predictor of PI…Learning strategies and general cognitive ability as predictors of gender- specific academic achievement (2015)Learning strategies and gener…Family and school context in school engagement (2015)Family and school context in …Gender differences in school success: what are the roles of students’ intelligence, personality and motivation? (2014)Gender differences in school …Sex differences in secondary school success: why female students perform better (2012)Sex differences in secondary …Classroom environment, achievement goals and maths performance: gender differences (2012)Classroom environment, achiev…Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality, and Self-Concept (2010)Trait Emotional Intelligence …Goal orientations predict academic performance beyond intelligence and personality (2010)Goal orientations predict aca…Domain-specific school achievement in boys and girls as predicted by intelligence, personality and motivation (2009)Domain-specific school achiev…A Handbook of Child Psychology (1932)Intrinsic Motivation and Self-Determination in Human Behavior (1988)Self-Efficacy: The Exercise of Control (1999)Is There a Universal Positivity Bias in Attributions? A Meta-Analytic Review of Individual, Developmental, and Cultural Differences in the Self-Serving Attributional Bias. (2004)Reciprocal Effects of Self-Concept and Performance From a Multidimensional Perspective: Beyond Seductive Pleasure and Unidimensional Perspectives (2006)Development of Achievement Motivation (2007)Statistical Methods for Meta-Analysis (1988)Happiness is everything, or is it? Explorations on the meaning of psychological well-being. (1989)Well-being : the foundations of hedonic psychology (1999)Gender Differences in Preferences (2009)Mind, Self, and Society (2015)Culture's Consequences: International Differences in Work-Related Values. (1983)Handbook of Personality : Theory and Research (1992)Should We Trust Web-Based Studies? A Comparative Analysis of Six Preconceptions About Internet Questionnaires. (2004)Personality Development: Stability and Change (2005)Gender differences in anxiety disorders: Prevalence, course of illness, comorbidity and burden of illness (2011)Diagnostic and Statistical Manual of Mental Disorders (2013)In A Different Voice: Psychological Theory And Women's Development (1982)In a Different Voice: Psychological Theory and Women's Development. (1983)Female Leadership Advantage and Disadvantage: Resolving the Contradictions (2007)Intersectionality and research in psychology. (2009)Gender Similarities and Differences (2013)The Framing of Decisions and the Psychology of Choice (1981)Flow: the psychology of optimal experience (1990)A hierarchical model of approach and avoidance achievement motivation. (1997)Toward A Hierarchical Model of Intrinsic and Extrinsic Motivation (1997)Psychological correlates of university students' academic performance: A systematic review and meta-analysis. (2012)The Measurement of Meaning (1957)THE BIG FIVE PERSONALITY DIMENSIONS AND JOB PERFORMANCE: A META‐ANALYSIS (1991)An Introduction to the Five‐Factor Model and Its Applications (1992)The achievement motive (1953)Personality and Assessment (1968)Studies in Machiavellianism (1970)Grit: Perseverance and passion for long-term goals. (2007)The development of markers for the Big-Five factor structure. (1992)The Big Five Trait taxonomy: History, measurement, and theoretical perspectives. (1999)A very brief measure of the Big-Five personality domains (2003)Why do people use Facebook? (2011)Public Opinion on Automated Driving: Results of an International Questionnaire Among 5,000 Respondents (2014)Psychological characteristics associated with COVID-19 vaccine hesitancy and resistance in Ireland and the United Kingdom (2021)What Do New Views of Knowledge and Thinking Have to Say About Research on Teacher Learning? (2000)Professional Development and Teacher Learning: Mapping the Terrain (2004)Improving Impact Studies of Teachers’ Professional Development: Toward Better Conceptualizations and Measures (2009)
this work references cited by second hop· second hop is a sample of the most-cited connections

References

  • 1990An alternative "description of personality": The Big-Five factor structure.6,631 cited
  • 1990Personality Structure: Emergence of the Five-Factor Model6,442 cited
  • 1987Validation of the five-factor model of personality across instruments and observers.6,405 cited
  • 1997Handbook of educational psychology4,825 cited
  • 2006Measuring personality in one minute or less: A 10-item short version of the Big Five Inventory in English and German4,236 cited
  • 2005The gender similarities hypothesis.3,077 cited
  • 2001Gender differences in personality traits across cultures: Robust and surprising findings.2,980 cited
  • 1996Approach and avoidance achievement goals and intrinsic motivation: A mediational analysis.2,510 cited
  • 1994Gender differences in personality: A meta-analysis.2,232 cited
  • 2002Changes in Children’s Self-Competence and Values: Gender and Domain Differences across Grades One through Twelve1,800 cited
  • 2006Intelligence and educational achievement1,723 cited
  • 1999Gender differences in self-esteem: A meta-analysis.1,438 cited
  • 2002Approach-avoidance motivation in personality: Approach and avoidance temperaments and goals.1,321 cited
  • 2002Approach-avoidance motivation in personality: Approach and avoidance temperaments and goals.1,251 cited

Only edges whose both ends are imported exist here. Widen the year window, or show the whole map. Back to the work

  • 1995Sex Differences in Mental Test Scores, Variability, and Numbers of High-Scoring Individuals1,111 cited
  • 1998Test Anxiety: The State of the Art1,098 cited
  • Cited by

    • 2016Conscientiousness Is the Most Powerful Noncognitive Predictor of School Achievement in Adolescents175 cited
    • 2015Using individual interest and conscientiousness to predict academic effort: Additive, synergistic, or compensatory effects?167 cited
    • 2014Gender differences in school success: what are the roles of students’ intelligence, personality and motivation?152 cited
    • 2021The role of affective teacher-student relationships in adolescents’ school engagement and achievement trajectories145 cited
    • 2010Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality, and Self-Concept145 cited
    • 2010Goal orientations predict academic performance beyond intelligence and personality127 cited
    • 2015Motivation: A predictor of PISA's mathematical competence beyond intelligence and prior test achievement121 cited
    • 2019The unique contribution of working memory, inhibition, cognitive flexibility, and intelligence to reading comprehension and reading speed120 cited
    • 2009Domain-specific school achievement in boys and girls as predicted by intelligence, personality and motivation116 cited
    • 2017Gender Fairness in Self-Efficacy? A Rasch-Based Validity Study of the General Academic Self-Efficacy Scale (GASE)111 cited
    • 2016Gender differences in motivation, engagement and achievement are related to students' perceptions of peer—but not of parent or teacher—attitudes toward school97 cited
    • 2012Sex differences in secondary school success: why female students perform better93 cited
    • 2015The role of chronotype, gender, test anxiety, and conscientiousness in academic achievement of high school students89 cited
    • 2015Learning strategies and general cognitive ability as predictors of gender- specific academic achievement85 cited
    • 2015Family and school context in school engagement84 cited
    • 2012Classroom environment, achievement goals and maths performance: gender differences79 cited