ERIC Number: EJ1008459
Record Type: Journal
Publication Date: 2013-Jun
Abstractor: As Provided
Reference Count: 0
Personality Factors in Elementary School Children: Contributions to Academic Performance over and above Executive Functions?
Neuenschwander, Regula; Cimeli, Patrizia; Rothlisberger, Marianne; Roebers, Claudia M.
Learning and Individual Differences, v25 p118-125 Jun 2013
Unique contributions of Big Five personality factors to academic performance in young elementary school children were explored. Extraversion and Openness (labeled "Culture" in our study) uniquely contributed to academic performance, over and above the contribution of executive functions in first and second grade children (N = 446). Well established associations between Conscientiousness and academic performance, however, could only be replicated with regard to zero-order correlations. Executive functions (inhibition, updating, and shifting), for their part, proved to be powerful predictors of academic performance. Results were to some extent dependent on the criterion with which academic performance was measured: Both personality factors had stronger effects on grades than on standardized achievement tests, whereas the opposite was true for executive functions. Finally, analyses on gender differences revealed that Extraversion and Openness/Culture played a more dominant role in girls than in boys, but only regarding grades. (Contains 2 tables and 3 figures.)
Descriptors: Personality Traits, Elementary School Students, Academic Achievement, Executive Function, Grade 1, Grade 2, Grades (Scholastic), Standardized Tests, Achievement Tests, Gender Differences
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Publication Type: Journal Articles; Reports - Research
Education Level: Early Childhood Education; Elementary Education; Grade 1; Grade 2; Primary Education
Authoring Institution: N/A