The Big Five Personality Traits and School Achievements of Children: The Role of Gender
cytuj
pobierz pliki
RIS BIB ENDNOTEWybierz format
RIS BIB ENDNOTEThe Big Five Personality Traits and School Achievements of Children: The Role of Gender
Data publikacji: 2023
Psychologia Rozwojowa, 2022, Tom 27, Numer 4, s. 71 - 84
https://doi.org/10.4467/20843879PR.22.025.18084Autorzy
The Big Five Personality Traits and School Achievements of Children: The Role of Gender
The goal of the current study was to explore the relations between the Big Five personality traits and school achievements of children in the fourth grade of primary school. Participants were (n = 157) children (aged 9–11 years) attending public primary school in Poland. Children completed a self-description inventory for the Big Five and teachers evaluated current school achievements of children for mathematics and Polish language. The obtained results indicated that neuroticism and openness to experiences were significantly associated with school achievements. Moreover, the relationship between the Big Five and school achievements was moderated by gender in that a) agreeableness as well as the Big Five sub-scales of inferiority and helping behaviour were negatively associated with school achievements only among girls, and b) the openness to experience sub-scale of problem solver was positively associated with school achievements only among boys. The results suggest that the relationship between the Big Five personality traits and school achievements may depend on gender.
Bakar Z.A., Herng T.C. (2018), Relationships between Personality Traits and Academic Achievement among Primary School Students in Johor, Malaysia. Advanced Science Letters, 24(5), 3512–3515, doi:10.1166/asl.2018.11425.
Bertocchi G., Bozzano M. (2020), Gender Gaps in Education. In: K. Zimmermann (ed.), Handbook of Labor, Human Resources and Population Economics. Cham: Springer, doi:10.1007/978-3-319-57365-6_26-1.
Bratko D., Chamorro-Premuzic T., Saks Z. (2006), Personality and school performance: Incremental validity of self-and peer-ratings over intelligence. Personality and Individual Differences, 41(1), 131–142, doi: 10.1016/j.paid.2005.12.015.
Brzezińska A., Appelt K., Ziółkowska B. (2015), Psychologia rozwoju człowieka. In: J. Strelau, D. Doliński (eds.), Psychologia akademicka, 2. Gdańsk: Gdańskie Wydawnicto Psychologiczne.
Caprara G.V., Vecchione M., Alessandri G., Gerbino M., Barbaranelli C. (2011), The contribution of personality traits and self‐efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78–96, doi:10.1348/2044-8279.002004.
Carvalho R.G.G. (2016), Gender differences in academic achievement: The mediating role of personality. Personality and Individual Differences, 94, 54–58 doi:10.1016/j.paid.2016.01.011.
Cieciuch J., Toczyłowska-Niemiec K., Barbaranelli C. (2016). Kwestionariuszowy pomiar pięciu cech osobowości dzieci i dorastających. Polska adaptacja Big Five Questionnaire-Children (BFQ-C). Psychologia Rozwojowa, 21(2), 73–85.
Chamorro-Premuzic T., Furnham A. (2003), Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37(4), 319–338, doi:10.1016/s0092-6566(02)00578-0.
Coplan R.J., Liu J., Cao J., Chen X., Li D. (2017), Shyness and school adjustment in Chinese children: The roles of teachers and peers. School Psychology Quarterly, 32(1), 131, doi:10.1037/spq0000179.
Costa P.T., McCrae R.R. (1992), Normal personality assessment in clinical practice: The NEO Personality Inventory. Psychological Assessment, 4 (1), 5, doi:10.1037/1040-3590.4.1.5.
De Feyter T., Caers R., Vigna C., Berings D. (2012), Unraveling the impact of the Big Five personality traits on academic performance: The moderating and mediating effects of self-efficacy and academic motivation. Learning and individual Differences, 22(4), 439–448, doi:10.1016/j.lindif.2012.03.013.
Fiske D.W. (1949), Consistency of the factorial structures of personality ratings from different sources. The Journal of Abnormal and Social Psychology, 44(3), 329, doi:10.1037/h0057198.
Freudenthaler H.H., Spinath B., Neubauer A.C. (2008), Predicting school achievement in boys and girls. European Journal of Personality: Published for the European Association of Personality Psychology, 22(3), 231–245, doi:10.1002/per.678.
Golsteyn B.H., Schils T. (2014). Gender gaps in primary school achievement: A decomposition into endowments and returns to IQ and non-cognitive factors. Economics of Education Review, 41, 176–187, doi:10.26481/umagsb.2014017.
Hakimi S., Hejazi E., Lavasani M.G. (2011), The relationships between personality traits and students’ academic achievement. Procedia-Social and Behavioral Sciences, 29, 836–845, doi:10.1016/j.sbspro.2011.11.312.
Halpern D.F. (2000), Sex differences in cognitive abilities. London: Psychology Press, doi:10.4324/9781410605290.
Halverson C.F., Havill V.L., Deal J., Baker S.R., Victor J.B., Pavlopoulos V., Besevegis E., Wen L. (2003), Personality structure as derived from parental ratings of free descriptions of children: The Inventory of Child Individual Differences. Journal of Personality, 71(6), 995–1026, doi:10.1111/1467-6494.7106005.
Hayes A.F. (2019), Process for SPSS and SAS (Version 3.4) [Macro].
Heineck G. (2011), Does it pay to be nice? Personality and earnings in the United Kingdom. ILR Review, 64(5), 1020–1038, doi:10.1177/001979391106400509.
Hicks B.M., Johnson W., Iacono W.G., McGue M. (2008), Moderating effects of personality on the genetic and environmental influences of school grades helps to explain sex differences in scholastic achievement. European Journal of Personality: Published for the European Association of Personality Psychology, 22(3), 247–268, doi:10.1002/per.671.
Hyde J.S. (2016), Sex and cognition: gender and cognitive functions. Current Opinion in Neurobiology, 38, 53–56, doi:10.1016/j.conb.2016.02.007.
Isabella G., Carvalho H.C. (2016), Emotional contagion and socialization: Reflection on virtual interaction. In: Emotions, Technology, and Behaviors, 63–82. Academic Press, doi:10.1016/b978-0-12-801873-6.00004-2.
Israel A., Lüdtke O., Wagner J. (2019), The longitudinal association between personality and achievement in adolescence: Differential effects across all Big Five traits and four achievement indicators. Learning and Individual Differences, 72, 80–91, doi:10.1016/j.lindif.2019.03.001.
Jensen-Campbell L.A., Adams R., Perry D.G., Workman K.A., Furdella J.Q., Egan S.K. (2002), Agreeableness, extraversion, and peer relations in early adolescence: Winning friends and deflecting aggression. Journal of Research in Personality, 36(3), 224–251, doi:10.1006/jrpe.2002.2348.
Jirout J.J. (2020), Supporting early scientific thinking through curiosity. Frontiers in Psychology, 11, 1717, doi:10.3389/fpsyg.2020.01717.
Komarraju M., Karau S.J., Schmeck R.R., Avdic A. (2011), The Big Five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51(4), 472–477, doi:10.1016/j.paid.2011.04.019.
Kraag G., Zeegers M.P., Kok G., Hosman C., Abu-Saad H.H. (2006), School programs targeting stress management in children and adolescents: A meta-analysis. Journal of School Psychology, 44(6), 449–472, doi:10.1016/j.jsp.2006.07.001.
Kriegbaum K., Becker N., Spinath B. (2018), The relative importance of intelligence and motivation as predictors of school achievement: A meta-analysis. Educational Research Review, 25, 120–148, doi:10.1016/j.edurev.2018.10.001.
Kyllonen P.C., Lipnevich A.A., Burrus J., Roberts R.D. (2014), Personality, motivation, and college readiness: A prospectus for assessment and development. ETS Research Report Series, 1, 1–48, doi:10.1002/ets2.12004.
Laidra K., Pullmann H., Allik J. (2007), Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and Individual Differences, 42(3), 441–451, doi:10.1016/j.paid.2006.08.001.
Lakhani P.K., Jain K., Chandel P.K. (2017), School adjustment, motivation and academic achievement among students. International Journal of Research in Social Sciences, 7(10), 333–348.
Lipnevich A.A., Preckel F., Krumm S. (2016), Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality. Learning and Individual Differences, 47, 70–79, doi:10.1016/j.lindif.2015.12.027.
Little T.D., Wanner B. (1998), Validity of a Big-Five Personality Inventory for Children (B5P-C). In: Poster presented at the International Society for the Study of Behavioral Development Meeting. Switzerland.
Malykh S. (2017), The role of personality traits and intelligence in academic achievement of Russian high school students. Procedia-Social and Behavioral Sciences, 237, 1304–1309, doi:10.1016/j.sbspro.2017.02.214.
McCrae R.R., Costa P.T. (1987), Validation of the five-factor model of personality across instruments and observers. Journal of Personality and Social Psychology, 52(1), 81, doi:10.1037/0022-3514.52.1.81.
Measelle J.R., John O.P., Ablow J.C., Cowan P. A., Cowan C.P. (2005), Can children provide coherent, stable, and valid self-reports on the big five dimensions? A longitudinal study from ages 5 to 7. Journal of Personality and Social Psychology, 89(1), 90, doi:10.1037/0022-3514.89.1.90.
Meyer J., Fleckenstein J., Köller O. (2019), Expectancy value interactions and academic achievement: Differential relationships with achievement measures. Contemporary Educational Psychology, 58, 58–74, doi:10.1016/j.cedpsych.2019.01.006.
Norman W.T. (1963), Toward an adequate taxonomy of personality attributes: Replicated factor structure in peer nomination personality ratings. The Journal of Abnormal and Social Psychology, 66(6), 574, doi: 10.1037/h0040291.
O’Connor M.C., Paunonen S.V. (2007), Big Five personality predictors of post-secondary academic performance. Personality and Individual differences, 43(5), 971–990, doi:10.1016/j.paid.2007.03.017.
Oleś M. (2010), Jakość życia młodzieży w zdrowiu i w chorobie. Lublin: Wydawnictwo KUL.
Peterson R.L., Boada R., McGrath L.M., Willcutt E.G., Olson R.K., Pennington B.F. (2017), Cognitive prediction of reading, math, and attention: Shared and unique influences. Journal of learning disabilities, 50(4), 408–421, doi:10.1177/0022219415618500.
Poropat A.E. (2009), A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135(2), 322–338, doi:10.1037/a0014996.
Rabiner D.L., Godwin J., Dodge K.A. (2016), Predicting academic achievement and attainment: The contribution of early academic skills, attention difficulties, and social competence. School Psychology Review, 45(2), 250–267, doi: 10.17105/spr45-2.250-267.
Schwaba T., Luhmann M., Denissen J.J.A., Chung J.M., Bleidorn W. (2017), Openness to experience and culture-openness transactions across the lifespan. Journal of Personality and Social Psychology, doi: doi.org/10.31219/osf.io/u7tb2.
Smidt W. (2015), Big Five personality traits as predictors of the academic success of university and college students in early childhood education. Journal of Education for Teaching, 41(4), 385–403, doi: 10.1080/02607476.2015.1080419.
Smith, K.A., Barstead M.G., Rubin K.H. (2017), Neuroticism and conscientiousness as modeators of the relation between social withdrawal and internalizing problems in adolescence. Journal of Youth and Adolescence, 46(4), 772–786, doi:10.1007/s10964-016-0594-z.
Sorić I., Penezić Z., Burić I. (2017), The Big Five personality traits, goal orientations, and academic achievement. Learning and Individual Differences, 54, 126–134, doi:10.1016/j.lindif.2017.01.024.
Spengler M., Brunner M., Martin R., Lüdtke O. (2016), The role of personality in predicting (change in) students’ academic success across four years of secondary school. European Journal of Psychological Assessment, 32, 95–103, doi:10.1027/1015-5759/a000330.
Steinmayr R., Spinath B. (2008), Sex differences in school achievement: What are the roles of personality and achievement motivation?. European Journal of Personality, 22(3), 185–209, doi:10.1002/per.676.
Tupes E.C., Christal R.E. (1992), Recurrent personality factors based on trait ratings. Journal of Personality, 60(2), 225–251, doi:10.1111/j.1467-6494.1992.tb00973.x.
Zhou M. (2015), Moderating effect of self-determination in the relationship between Big Five personality and academic performance. Personality and Individual Differences, 86, 385–389, doi:10.1016/j.paid.2015.07.005.
Zuckerman M., Kuhlman D.M., Joireman J., Teta P., Kraft M. (1993), A comparison of three structural models for personality: The big three, the big five, and the alternative five. Journal of Personality and Social Psychology, 65(4), 757 doi:10.1037/0022-3514.65.4.757.
Zupančič M. (2008), The Big Five: Recent developments in Slovene child personality research. Psihološka Obzorja, 17(4), 7–32.
Informacje: Psychologia Rozwojowa, 2022, Tom 27, Numer 4, s. 71 - 84
Typ artykułu: Oryginalny artykuł naukowy
Tytuły:
The Big Five Personality Traits and School Achievements of Children: The Role of Gender
The Big Five Personality Traits and School Achievements of Children: The Role of Gender
Instytut Psychologii, Uniwersytet Zielonogórski, Zielona Góra, al. Wojska Polskiego 69 65-001 Zielona Góra
Publikacja: 2023
Status artykułu: Otwarte
Licencja: CC BY
Udział procentowy autorów:
Korekty artykułu:
-Języki publikacji:
AngielskiLiczba wyświetleń: 478
Liczba pobrań: 449