Home | Site map | Contacts | Russian version E-journal "Psychological-Educational Studies" | Open Access Journal
Home page
electronic journal
Psychological-Educational Studies
Directory of open access journals ERIH PLUS VAK Scientific electronic library elibrary.ru

Journal rubrics

All rubrics
Psychological-Educational Studies
2021. Vol. 13, No. 1. pp. 101–116.
doi:10.17759/psyedu.2021130107
ISSN: 2587-6139 (online)

Relationship between Personal Characteristics and the Academic Performance of High School Students

Mishkevich A.M. кандидат психологических наук, Senior lecturer of the department of developmental psychology, Perm State University, Perm, Russia, ArinaMishkevich@ya.ru
PDFFullrext in russian (PDF) PrintPrint

The influence of personality traits on performance at school is regularly researched in various studies, including meta-analytical studies. As personality traits are quite stable, they scarcely can be changed. According to the five-factor theory, the influence of inborn traits on behaviour is mediated by acquired characteristic adaptations. Which means that it is easier to change characteristic adaptations in order to correct behaviour, rather than traits. The survey was conducted among 135 Russian adolescents, ages from 14 to 17 (M=15.19; SD=0,71). The traits of the Big Five and four variations of reflexive characteristic adaptations were measured. Performance was also counted – the average score in all subjects for each student in the past academic year. As a result, we have found correlations of conscientiousness and openness with performance. This research has shown that reflexive characteristic adaptations are a more trustworthy performance correlate than traits. We have discovered that meta-attitude toward conscientiousness contributes, in a unique way, to performance at school. This contribution depended on neither gender differences nor the differences in the conscientiousness trait itself. The study has also revealed that the correlations between performance and openness can mostly be explained by gender differences. Whereas meta-attitude toward openness makes a significant contribution to the variation of successes in studying regardless of the gender differences and the differences in the openness treat itself. Thus, the research has shown, that reflexive characteristic adaptations contributes, in a unique way, to the prediction of performance at school.

Keywords: personality, academic performance, characteristic adaptations, five-factor theory, behavior, reflexive characteristic adaptations.

Rubric: Educational Psychology

DOI: http://dx.doi.org/10.17759/psyedu.2021130107

Funding

The reported study was funded by Russian Foundation for Basic Research (RFBR), project number 18-313-00034.

For Reference

References

  1. Kochergina E.V., Nye J., Orel E.A. Faktory «Bol'shoj pyaterki» kak psihologicheskie prediktory akademicheskoj uspevaemosti studentov vuzov [The Big Five traits as predictors of academic achievements in university students]. Psihologicheskie issledovaniya = Psychological research, 2013. Vol. 6, no. 27, p. 4. (In Russ.).
  2. Mishkevich A.M. Ob ispol'zovanii russkoyazychnoi versii «Voprosnika Bol'shoi Pyaterki» pri izuchenii podrostkov [Using the Russian version of the BFI in the study of adolescents]. Vestnik Permskogo universiteta. Filosofiya. Psikhologiya. Sotsiologiya = Perm University Herald. Series «Philosophy. Psychology. Sociology», 2016. Vol. 25, no. 1, pp. 92–101. (In Russ., abstr. in Engl.).
  3. Mishkevich A.M. Cherty lichnosti kak prediktor uchebnoi uspevaemosti starsheklassnikov [Personality traits as a predictor of senior pupils’ educational progress]. Aktual'nye problemy psikhologicheskogo znaniya = Actual problems of psychological knowledge, 2015, no. 3, pp. 69–79. (In Russ.).
  4. Slobodskaya E.R., Safronova M.V., Ahmetova O.A. Lichnostnye osobennosti i stil' zhizni kak faktory shkol'noj uspevaemosti podrostkov [Personality traits and style of life as factors of school performance in adolescents] Psihologicheskaya nauka i obrazovanie = Psychological Science and Education, 2008. Vol. 2008, no. 2, pp. 70–79. (In Russ., abstr. in Engl.).
  5. Shchebetenko S.A. Otrazhennye ustanovki na cherty lichnosti kak prediktor uspevaemosti studentov [Reflected attitudes to personality features as a predictor of students' academic success]. Psikhologiya i psikhotekhnika = Psychology and psychotechnics, 2015, no. 1, pp. 70–82. DOI:10.7256/2070-8955.2015.1.13526 (In Russ., abstr. in Engl.).
  6. Shchebetenko S.A. Refleksivnye adaptatsii kharaktera v pyatifaktornoi teorii lichnosti [Reflexive adaptations of character in five factors theory]. Psikhologicheskii zhurnal = Psychological journal, 2015. Vol. 36, no. 6, pp. 55–65. (In Russ., abstr. in Engl.).
  7. Shchebetenko S.A. Refleksivnye kharakternye adaptatsii: sovremennoe sostoyanie issledovanii [Reflexive characteristic adaptations: a review of the current research.]. Vestnik Permskogo universiteta. Filosofiya. Psikhologiya. Sotsiologiya = Perm University Herald. Series «Philosophy. Psychology. Sociology», 2017, no. 1, pp. 63–70. DOI:10.17072/2078-7898/2017-1-63-70 (In Russ., abstr. in Engl.).
  8. Shchebetenko S.A., Tyutikova E.A. «Kartina khorosha, potomu chto khorosha otkrytost' opytu»: oposreduyushchaya rol' ustanovok na cherty lichnosti v individual'nykh razlichiyakh otnosheniya k zhivopisi [“The Picture is Good Because Openness to Experience is Good”: The Mediating Role of Attitudes toward Personality Traits in Individual Differences in Painting Preferences Psychology]. Psikhologiya. Zhurnal Vysshei shkoly ekonomiki = Journ. of the Higher School of Economics, 2015. Vol. 12, no. 4, pp. 122–141. (In Russ., abstr. in Engl.).
  9. Horsburgh V.A., Schermer J.A., Veselka L., Vernon P.A. A behavioural genetic study of mental toughness and personality. Personality and individual differences, 2009. Vol. 46, no. 2, pp. 100–105. DOI:10.1016/j.paid.2008.09.009
  10. Roberts B.W., Luo J., Briley D.A., Chow P.I., Su R., Hill P.L. A systematic review of personality trait change through intervention. Psychological Bulletin, 2017. Vol. 143, no. 2, pp. 117–141. DOI:10.1037/bul0000088
  11. Bergold S., Steinmayr R. Personality and intelligence interact in the prediction of academic achievement. Journal of Intelligence, 2018. Vol. 6, no. 2. Article number: 27. DOI:10.3390/jintelligence6020027
  12. Bidjerano T., Dai D.Y. The relationship between the big-five model of personality and self-regulated learning strategies. Learning and individual differences, 2007. Vol. 17, no. 1, pp. 69–81. DOI:10.1016/j.lindif.2007.02.001
  13. Carvalho R.G.G. Gender differences in academic achievement: The mediating role of personality. Personality and Individual Differences, 2016. Vol. 94, pp. 54–58. DOI:10.1016/j.paid.2016.01.011
  14. John O.P., Naumann L.P., Soto C.J. Paradigm shift to the integrative Big Five trait taxonomy: History, measurement, and conceptual issues. Handbook of personality: Theory and research. In O.P. John, R.W. Robins, L.A. Pervin (Eds.). New York, NY: Guilford Press, 2008, pp. 114–158.
  15. McCrae R.R., Costa Jr P.T. The five-factor theory of personality. Handbook of personality: Theory and research 3rd ed. Eds. John O.P., Robins R.W., Pervin L.A. New York, NY US: Guilford Press, 2008, pp. 159–181.
  16. Trapmann S., Hell B., Hirn J.O.W., Schuler H. Meta-analysis of the relationship between the Big Five and academic success at university. Zeitschrift für Psychologie. Journal of Psychology, 2007. Vol. 215, no. 2, pp. 132–151.
  17. Noftle E.E., Robins R.W. Personality predictors of academic outcomes: big five correlates of GPA and SAT scores. Journal of personality and social psychology, 2007. Vol. 93, no. 1, pp. 116–130. DOI:10.1037/0022-3514.93.1.116
  18. O’Connor M.C., Paunonen S.V. Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, 2007. Vol. 43, no. 5, pp. 971–990. DOI:10.1016/j.paid.2007.03.017
  19. Poropat A.E. A meta-analysis of the five-factor model of personality and academic performance. Psychological bulletin, 2009. Vol. 135, no. 2, pp. 322–338. DOI:10.1037/a0014996
  20. Shchebetenko S. “The best man in the world”: Attitudes toward personality traits. Psychology. Journ. of the Higher School of Economics, 2014. Vol. 11, no. 3. pp. 129–148.
  21. Slobodskaya H.R. The associations among the Big Five, Behavioural Inhibition and Behavioural Approach systems and child and adolescent adjustment in Russia. Personality and Individual Differences, 2007. Vol. 43, no. 4, pp. 913–924. DOI:10.1016/j.paid.2007.02.012
  22. Stajkovic A.D., Bandura A., Locke E.A., Lee D., Sergent K. Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and Individual Differences, 2018. Vol. 120, pp. 238–245. DOI:10.1016/j.paid.2017.08.014
  23. Rimfeld K., Dale P.S., Kovas Y., Plomin R. True grit and genetics: Predicting academic achievement from personality. Journal of Personality and Social Psychology, 2016. Vol. 111, no. 5, pp. 780–789. DOI:10.1037/pspp0000089
  24. Zeidner M., Matthews G. Intelligence and personality. Handbook of intelligence (2nd ed.). In R. Sternberg (Ed.). New York, NY: Cambridge University Press, 2000, pp. 581–610.

Subscribe

RSS — what is it?
Publisher — Moscow State University of Psychology and Education
© 2006–2021 Electronic journal "Psychological-Educational Studies", ISSN: 2587-6139 (2074-5885)
Publisher – Moscow State University of Psychology and Education
Яндекс.Метрика