Personality traits and academic performance: Correcting self-assessed traits with vignettes.
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ABSTRACT:
SUBMITTER: Coenen J
PROVIDER: S-EPMC7993818 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:AimsPersonality traits are suggested to influence adults' cognitive performance, but little is known about their association with visuo-spatial competence, in terms of those visuo-spatial abilities and inclinations crucial to remaining autonomous, especially with aging. This study newly investigated whether, and to what extent, major traits and narrower facets of personality influence young and older adults' performance in the so-called objective visuo-spatial abilities (mental rotation and visuo-spatial working memory [VSWM]), and self-assessed visuo-spatial inclinations (pleasure and anxiety in exploring places).MethodSeventy young adults (18-35 years old) and 70 older adults (65-75 years old) completed the Big-Five questionnaire, objective rotation and VSWM tasks, and spatial self-assessments on pleasure and anxiety in exploring places.ResultsHierarchical regression models confirmed that age negatively predicted the variance in objective visuo-spatial tasks, but not in self-assessed visuo-spatial inclinations, while only the latter were slightly influenced by gender (in favor of men). Further, both objective visuo-spatial abilities (albeit modestly) and self-assessed visuo-spatial inclinations were predicted by higher Conscientiousness. The latter were also predicted by higher Emotional Stability. Finally, a better objective visuo-spatial performance was explained (again modestly) by lower Dynamism and Politeness, and higher Emotion Control, while higher Perseverance, Emotion Control and Cooperativeness explained a moderate part of the variance in the positive self-assessed visuo-spatial inclinations.ConclusionsOur findings indicate that, beyond age and gender, some personality traits and facets predict self-assessed visuo-spatial inclinations to a larger extent than objective visuo-spatial performance. These results are discussed within the spatial cognition and aging framework.
| S-EPMC6681964 | biostudies-literature
Project description:Data from self-report tools cannot be readily compared between cultures due to culturally specific ways of using a response scale. As such, anchoring vignettes have been proposed as a suitable methodology for correcting against this difference. We developed anchoring vignettes for the Big Five Inventory-44 (BFI-44) to supplement its Likert-type response options. Based on two samples (Rwanda: n = 423; Philippines: n = 143), we evaluated the psychometric properties of the measure both before and after applying the anchoring vignette adjustment. Results show that adjusted scores had better measurement properties, including improved reliability and a more orthogonal correlational structure, relative to scores based on the original Likert scale. Correlations of the Big Five Personality Factors with life satisfaction were essentially unchanged after the vignette-adjustment while correlations with counterproductive were noticeably lower. Overall, these changed findings suggest that the use of anchoring vignette methodology improves the cross-cultural comparability of self-reported personality, a finding of potential interest to the field of global workforce research and development as well as educational policymakers.
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Project description:This study explores the mediating effect of personality traits in the relationship between entrepreneurial intentions and student academic performance. The sample comprised 175 students from a top-ranked Tamil Nadu, India university. Data was collected using a survey questionnaire as the research instrument. A descriptive research design was employed to understand the variables under investigation comprehensively. Partial Least Squares Structural Equation Modeling (PLS-SEM) and SPSS v25 was utilized as the statistical analysis tool. This study used the Theory of Planned Behaviour as a theoretical framework to explore the mediating effect of personality traits in the relationship between entrepreneurial intentions and academic performance among university students. The study's findings revealed essential insights into the relationship between entrepreneurial intentions, personality traits, and academic performance. The results showed that personality traits significantly mediate the relationship between entrepreneurial intentions and academic performance. This finding suggests that a student's personality traits influence the impact of entrepreneurial intentions on academic performance. Furthermore, the study found that while entrepreneurial intentions did not have a significant direct effect on academic performance, they did have a substantial indirect effect through personality traits. This indicates that personality traits act as a crucial mechanism through which entrepreneurial intentions can influence academic performance among students.
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Project description:Personality traits and social, emotional, and behavioral (SEB) skills share the same behavioral referents, but whereas traits refer to a person's typical or average performance, skills refer to their capacity or maximal performance. Given their shared behavioral foundations, an important question to address is whether personality traits and SEB skills independently predict important outcomes. In this study (N = 642), we examined whether subscales of the Behavioral, Emotional, and Social Skills Inventory (BESSI), a measure of SEB skills, provided incremental validity in the prediction of the ACT composite score, an important academic outcome for American adolescents, over the Big Five personality traits. Consistent with our expectations, on average, SEB skills showed stronger associations with ACT achievement scores than personality traits. Moreover, SEB skills added incremental validity over and above personality traits in predicting ACT achievement scores. The findings reinforce the importance of conceptually distinguishing and measuring traits and skills.
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Project description:BACKGROUND:This study examined the relationship of academic performance with the Big Five traits of personality, academic motivation, and gender in a cross-cultural context. METHODS:Participants in the study were 424 university students of physical education (PE) departments from Poland (53%) and Ukraine (47%). Undergraduates completed a brief version of the International Personality Item Pool (Mini-IPIP) to assess the Five-Factor model of personality, the Academic Motivations Scale (AMS), and grade point average (GPA). RESULTS:Polish PE students scored higher in emotional stability and extroversion and had a higher GPA than Ukrainian PE undergraduates. Gender differences were found in both personality traits and academic motivation scales. Intrinsic motivation may predict academic performance. Conscientiousness and intellect emerged as mediators of the relationship between intrinsic motivation and academic performance and gender was found as a moderator in the relationship between conscientiousness and academic success. CONCLUSIONS:Women are more motivated regarding academic achievements than men. In addition to intrinsic motivation, the most important factors for academic grades are some personality traits, gender, and cultural differences. Openness and conscientiousness in men are mediators between intrinsic motivation and academic performance. The results of this study may be useful for PE academic teachers to improve the motivation of their students.
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Project description:ObjectivesThis study investigated the outcomes that an interview-based medical school admission process has on academic performance, psychological health, personality traits, and emotional intelligence.MethodsA comparative cross-sectional study was conducted on the interviewed and non-interviewed cohorts. Their examination marks were obtained from the academic office, psychological health was measured by DASS-21, personality traits were measured by USMaP-15, and emotional intelligence was measured by USMEQ-17.ResultsThe interviewed cohort performed significantly better in the clinical examination than the non-interviewed cohort. Conversely, the non-interviewed cohort performed significantly better in the theoretical examination. Depression, anxiety, and stress level between the two cohorts showed no difference. The interviewed cohort demonstrated more desirable personality traits, higher emotional intelligence, and social competence than the non-interviewed cohort.DiscussionThis study provides evidence to support the claim that the interview-based admission process has favourable outcomes on clinical performance, emotional intelligence, and personality traits. Several insights gained as a result of this study are discussed.
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Project description:This study uses personality and psychology health characteristics of high school students as intermediary variables to study how cognitive ability affects academic performance, and analyzes memory, information processing, presentation, logical reasoning, and thinking transformation ability in high school students. In this study, the structural equation model (SEM) was used to analyze the mediating effect, and the bootstrap method was used to test the significance of the mediating effect. The participants were 572 high school students from Beijing, China. They completed a survey that included questions on cognitive ability, personality characteristics, and psychology health. This study uses structural equation modeling for mediation analysis. Through the analysis of four models of comprehensive academic performance, Chinese academic performance, mathematics academic performance, and English academic performance, the results of the study showed that cognitive ability has a significant effect on academic performance, and personality characteristics and psychology health play a partially mediating role between cognitive ability and English academic performance. The mediation effect is about 40%.
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Project description:Expert manual labeling is the gold standard for image segmentation, but this process is difficult, time-consuming, and prone to inter-individual differences. While fully automated methods have successfully targeted many anatomies, automated methods have not yet been developed for numerous essential structures (e.g., the internal structure of the spinal cord as seen on magnetic resonance imaging). Collaborative labeling is a new paradigm that offers a robust alternative that may realize both the throughput of automation and the guidance of experts. Yet, distributing manual labeling expertise across individuals and sites introduces potential human factors concerns (e.g., training, software usability) and statistical considerations (e.g., fusion of information, assessment of confidence, bias) that must be further explored. During the labeling process, it is simple to ask raters to self-assess the confidence of their labels, but this is rarely done and has not been previously quantitatively studied. Herein, the authors explore the utility of self-assessment in relation to automated assessment of rater performance in the context of statistical fusion.The authors conducted a study of 66 volumes manually labeled by 75 minimally trained human raters recruited from the university undergraduate population. Raters were given 15 min of training during which they were shown examples of correct segmentation, and the online segmentation tool was demonstrated. The volumes were labeled 2D slice-wise, and the slices were unordered. A self-assessed quality metric was produced by raters for each slice by marking a confidence bar superimposed on the slice. Volumes produced by both voting and statistical fusion algorithms were compared against a set of expert segmentations of the same volumes.Labels for 8825 distinct slices were obtained. Simple majority voting resulted in statistically poorer performance than voting weighted by self-assessed performance. Statistical fusion resulted in statistically indistinguishable performance from self-assessed weighted voting. The authors developed a new theoretical basis for using self-assessed performance in the framework of statistical fusion and demonstrated that the combined sources of information (both statistical assessment and self-assessment) yielded statistically significant improvement over the methods considered separately.The authors present the first systematic characterization of self-assessed performance in manual labeling. The authors demonstrate that self-assessment and statistical fusion yield similar, but complementary, benefits for label fusion. Finally, the authors present a new theoretical basis for combining self-assessments with statistical label fusion.
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Project description:Self-control is important for mental and physical health, and personality traits are vital antecedents for self-control. Previous studies suggest that conscientiousness and extraversion enhance self-control, whereas neuroticism hampers it. However, the link between personality and self-control has mostly been studied using a narrow conceptualization of self-control, as the ability to resist impulses, thus excluding initiatory self-control. Also, no studies have examined whether and how personality traits interact with one another to increase, or reduce, self-control. Data were collected on two occasions from 480 military cadets (31.04% female) to examine the relationship between the Big Five personality traits and self-control (general, inhibitory, and initiatory self-control). Furthermore, the study investigated the moderating role of neuroticism, as a trait and as individual facets, on the relationship between the other personality traits and self-control. Although neuroticism correlated negatively with all self-control dimensions, there were unique relations only with general and inhibitory self-control. Extraversion correlated positively with all self-control dimensions but was only uniquely related to initiatory self-control. Conscientiousness correlated positively with all self-control dimensions and this pattern persisted when we assessed the unique effects. Openness to experience and agreeableness correlated positively with general and inhibitory self-control but had no unique effects on any of the self-control dimensions. Neuroticism negatively moderated the relationship between extraversion and both general and inhibitory self-control, and the relationship between conscientiousness and both general and initiatory self-control. The facet-level analysis confirmed the general patterns and provided further detail on which facets of neuroticism were the most influential as moderators. In conclusion, the study highlights the critical role of different types of self-control, and that neuroticism plays a cardinal role for the effects of conscientiousness and extraversion on self-control.
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Project description:A variety of studies have examined ways in which cognitive and social-emotional factors may be linked to and affected by hearing loss, use of cochlear implants (CIs), and sign language. A related domain that largely has been overlooked, however, is personality. This paper reports a study of personality traits and self-efficacy among deaf and hard-of-hearing (DHH; n = 223) college students, with and without CIs, as compared to hearing peers (n = 106). All participants completed (HEXACO) personality trait and self-efficacy inventories; DHH participants also completed a communication questionnaire. Hearing participants scored higher on the personality trait Conscientiousness than both DHH CI users and non-CI users, as well as higher on Openness to Experience compared to DHH CI users. Hearing participants also scored higher on self-efficacy compared to DHH non-CI users. Among DHH non-CI users, greater self-rated sign language skills were associated with higher Extraversion and Agreeableness scores. Among the DHH CI users, earlier sign language acquisition was associated with higher Openness to Experience scores, and earlier cochlear implantation was associated with greater Emotionality scores. Self-efficacy was associated with both better self-rated spoken language skills and a stronger preference for spoken language over sign language use among DHH CI users.
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