Getting better scholastic performance: Should students be smart, curious, interested, or both?

Jing Zhang; Matthias Ziegler

doi:10.1016/j.paid.2021.111481

Getting better scholastic performance: Should students be smart, curious, interested, or both?

Jing Zhang^*
, Matthias Ziegler

^*Corresponding author for this work

Faculty of Education

Humboldt University of Berlin

Research output: Contribution to journal › Article › peer-review

11 Scopus citations

Abstract

The present study aimed to examine the joint effects of interests and openness on scholastic performance in Mathematics and English, in a sample of N = 823 Chinese secondary school students (403 girls, 420 boys; M_age = 15.35 years, SD = 1.31). Moreover, this study tested the interplay between fluid intelligence, openness, and interests in predicting scholastic performance. Latent moderated equation analyses revealed that learning can be facilitated by openness, matching interests, and fluid intelligence. Moreover, openness can compensate interests, and fluid intelligence can compensate openness (and vice versa) in predicting scholastic performance, generally supporting and enlarging the ideas presented in the Openness-Fluid-Crystallized-Intelligence model (Ziegler, Danay, Heene, Asendorpf, & Bühner, 2012).

Original language	English
Article number	111481
Journal	Personality and Individual Differences
Volume	189
DOIs	https://doi.org/10.1016/j.paid.2021.111481
State	Published - Apr 2022

Keywords

Longitudinal interaction effect
Openness
Scholastic performance
Subject-specific interest

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title = "Getting better scholastic performance: Should students be smart, curious, interested, or both?",

abstract = "The present study aimed to examine the joint effects of interests and openness on scholastic performance in Mathematics and English, in a sample of N = 823 Chinese secondary school students (403 girls, 420 boys; Mage = 15.35 years, SD = 1.31). Moreover, this study tested the interplay between fluid intelligence, openness, and interests in predicting scholastic performance. Latent moderated equation analyses revealed that learning can be facilitated by openness, matching interests, and fluid intelligence. Moreover, openness can compensate interests, and fluid intelligence can compensate openness (and vice versa) in predicting scholastic performance, generally supporting and enlarging the ideas presented in the Openness-Fluid-Crystallized-Intelligence model (Ziegler, Danay, Heene, Asendorpf, \& B{\"u}hner, 2012).",

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AU - Zhang, Jing

AU - Ziegler, Matthias

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N2 - The present study aimed to examine the joint effects of interests and openness on scholastic performance in Mathematics and English, in a sample of N = 823 Chinese secondary school students (403 girls, 420 boys; Mage = 15.35 years, SD = 1.31). Moreover, this study tested the interplay between fluid intelligence, openness, and interests in predicting scholastic performance. Latent moderated equation analyses revealed that learning can be facilitated by openness, matching interests, and fluid intelligence. Moreover, openness can compensate interests, and fluid intelligence can compensate openness (and vice versa) in predicting scholastic performance, generally supporting and enlarging the ideas presented in the Openness-Fluid-Crystallized-Intelligence model (Ziegler, Danay, Heene, Asendorpf, & Bühner, 2012).

AB - The present study aimed to examine the joint effects of interests and openness on scholastic performance in Mathematics and English, in a sample of N = 823 Chinese secondary school students (403 girls, 420 boys; Mage = 15.35 years, SD = 1.31). Moreover, this study tested the interplay between fluid intelligence, openness, and interests in predicting scholastic performance. Latent moderated equation analyses revealed that learning can be facilitated by openness, matching interests, and fluid intelligence. Moreover, openness can compensate interests, and fluid intelligence can compensate openness (and vice versa) in predicting scholastic performance, generally supporting and enlarging the ideas presented in the Openness-Fluid-Crystallized-Intelligence model (Ziegler, Danay, Heene, Asendorpf, & Bühner, 2012).

KW - Longitudinal interaction effect

KW - Openness

KW - Scholastic performance

KW - Subject-specific interest

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DO - 10.1016/j.paid.2021.111481

M3 - 文章

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VL - 189

JO - Personality and Individual Differences

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ER -

Getting better scholastic performance: Should students be smart, curious, interested, or both?

Abstract

Keywords

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