Predicting School Grades: Can Conscientiousness Compensate for Intelligence?

Autor/inn/en	Friedrich, Teresa Sophie; Schütz, Astrid
Titel	Predicting School Grades: Can Conscientiousness Compensate for Intelligence? Gefälligkeitsübersetzung: Vorhersage von Schulnoten: Kann Gewissenhaftigkeit die Intelligenz kompensieren?.
Quelle	In: Journal of Intelligence, 11 (2023) 7, 16 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	2079-3200
DOI	10.3390/jintelligence11070146
Schlagwörter	Intelligenz (Psy); Persönlichkeitsmerkmal; Soziale Herkunft; Sekundarstufe II; Schüler; Schulleistung; Leistungsmotivation; Biologie; Deutschunterricht; Englisch; Mathematik; Sozioökonomischer Faktor; Auswirkung; Geschlechtsspezifik; Selbstorganisation; Verantwortungsbewusstsein; Deutschland; Schleswig-Holstein
Abstract	"Intelligence and noncognitive factors such as conscientiousness are strongly related to academic performance. As theory and research differ with respect to their interplay in predicting performance, the present study examines whether conscientiousness compensates for intelligence or enhances the effect of intelligence on performance in 3775 13th grade students from Germany. Latent moderation analyses show positive main effects of intelligence and conscientiousness on grades. Further, analyses reveal synergistic interactions in predicting grades in biology, mathematics, and German, but no interaction in predicting grades in English. Intelligence and grades are more strongly linked if students are conscientious. Multigroup models detected gender differences in biology, but no differences with respect to SES. In biology, conscientiousness has especially strong effects in intelligent men. Conscientiousness thus enhances the effect of intelligence on performance in several subjects." The study refers to the period 2012-2013. (Author's abstract, IAB-Doku, © MDPI)..
Erfasst von	Institut für Arbeitsmarkt- und Berufsforschung, Nürnberg
Update	2024/1