Why do personality traits predict scholastic performance? A three-wave longitudinal study

Jing Zhang; Matthias Ziegler

doi:10.1016/j.jrp.2018.04.006

Why do personality traits predict scholastic performance? A three-wave longitudinal study

Jing Zhang^*
, Matthias Ziegler

^*Corresponding author for this work

Faculty of Education

Humboldt University of Berlin

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

19 Scopus citations

Abstract

The present three-wave longitudinal study undertaken among 836 Chinese secondary school students (M_age = 15.35), tested the Big Five Narrow Trait model (B5NT, Zhang & Ziegler, 2016). The B5NT model suggests that students’ personality traits influence scholastic performance via their impact on learning approaches and self-beliefs. Utilizing the longitudinal nature of the data, the assumed lagged effects were tested for Chinese, Mathematics, and English. Structural equation modeling indicated that controlling for fluid intelligence, students’ personality traits still contributed to their scholastic performance and, importantly, that these influences were mediated by learning approaches and self-beliefs. Our findings support the B5NT model. We also discuss the theoretical and empirical contributions of this study, potential model extensions, and make suggestions for future research.

Original language	English
Pages (from-to)	182-193
Number of pages	12
Journal	Journal of Research in Personality
Volume	74
DOIs	https://doi.org/10.1016/j.jrp.2018.04.006
State	Published - Jun 2018

Keywords

Big Five-Narrow Traits model
Learning approaches
Longitudinal mediation effects
Scholastic performance
Self-beliefs

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10.1016/j.jrp.2018.04.006

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title = "Why do personality traits predict scholastic performance? A three-wave longitudinal study",

abstract = "The present three-wave longitudinal study undertaken among 836 Chinese secondary school students (Mage = 15.35), tested the Big Five Narrow Trait model (B5NT, Zhang \& Ziegler, 2016). The B5NT model suggests that students{\textquoteright} personality traits influence scholastic performance via their impact on learning approaches and self-beliefs. Utilizing the longitudinal nature of the data, the assumed lagged effects were tested for Chinese, Mathematics, and English. Structural equation modeling indicated that controlling for fluid intelligence, students{\textquoteright} personality traits still contributed to their scholastic performance and, importantly, that these influences were mediated by learning approaches and self-beliefs. Our findings support the B5NT model. We also discuss the theoretical and empirical contributions of this study, potential model extensions, and make suggestions for future research.",

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T1 - Why do personality traits predict scholastic performance? A three-wave longitudinal study

AU - Zhang, Jing

AU - Ziegler, Matthias

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AB - The present three-wave longitudinal study undertaken among 836 Chinese secondary school students (Mage = 15.35), tested the Big Five Narrow Trait model (B5NT, Zhang & Ziegler, 2016). The B5NT model suggests that students’ personality traits influence scholastic performance via their impact on learning approaches and self-beliefs. Utilizing the longitudinal nature of the data, the assumed lagged effects were tested for Chinese, Mathematics, and English. Structural equation modeling indicated that controlling for fluid intelligence, students’ personality traits still contributed to their scholastic performance and, importantly, that these influences were mediated by learning approaches and self-beliefs. Our findings support the B5NT model. We also discuss the theoretical and empirical contributions of this study, potential model extensions, and make suggestions for future research.

KW - Big Five-Narrow Traits model

KW - Learning approaches

KW - Longitudinal mediation effects

KW - Scholastic performance

KW - Self-beliefs

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M3 - 文章

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ER -

Why do personality traits predict scholastic performance? A three-wave longitudinal study

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Keywords

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