Predicting school achievement from motivation and personality

Zeitschrift fur Padagogische Psychologie

Volumn 21, Issue 3-4, 2007, Pages 207-216

  Steinmayr, Ricarda ^a   Spinath, Birgit ^a  

^a UNIVERSITY OF HEIDELBERG   (Germany)

Author keywords

Motivation; Personality; School achievement

Indexed keywords

EID: 38949175947     PISSN: 10100652     EISSN: None     Source Type: Journal    
DOI: 10.1024/1010-0652.21.3.207     Document Type: Article

References (42)

1. Ackerman, P.L., & Heggestad, E.D. (1997). Intelligence, personality, and interests: Evidence for overlapping traits. Psychological Bulletin, 121, 219-245.
2. Ajzen, I., & Fishbein, M. (1977). Attitude-behavior relations: A theoretical analysis and review of empirical research. Psychological Bulletin, 84, 888-918.
3. Allik, J., Laidra, K., Realo, A., & Pullmann, H. (2004). Personality development from 12 to 18 years of age: Changes in mean levels and structure of traits. European Journal of Personality, 18, 445-462.
4. Allport, G.W. (1961). Pattern and growth in personality. New York: Holt, Rinehart, & Winston.
5. Amelang, M., & Steinmayr, R. (2006). Is there a validity increment for tests of emotional intelligence in explaining the variance of performance criteria? Intelligence, 34, 459-468.
6. Asendorpf, J.B., & van Aken, M.A.G. (2003). Personality-relationship transaction in adolescence: Core versus surface personality characteristics. Journal of Personality, 71, 629-662.
7. Borkenau, P., & Ostendorf, F. (1993). NEO-Fünf-Faktoren Inventar (NEO-FFI) nach Costa und McCrae. Handanweisung [NEO Five Factor Inventory. Manual]. Göttingen: Hogrefe.
8. 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, 131-142.
9. Costa, P.T., & McCrae, R.R. (1995). Domains and facets: Hierarchical personality assessment using the revised NEO Personality Inventory. Journal of Personality Assessment, 65, 21-50.
10. Digman, J.M. (1990). Personality structure: Emergence of the Five-Factor Model. Annual Review of Psychology, 41, 417-440.
11. Eccles, J.S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescents' achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21, 215-225.
12. Eccles, J.S., Adler, T.F., Futterman, R., Goff, S.B., Kaczala, C.M., Meece, J.L. et al. (1983). Expectancies, values, and academic behaviors. In J.T. Spence (Ed.), Achievement and achievement motives (pp. 75-146). San Francisco: Freeman.
13. Eysenck, H.J., & Cookson, D. (1969). Personality in primary school children: I. Ability and achievement. British Journal of Educational Psychology, 39, 109-122.
14. Funder, D.C. (2001). Personality. Annual Review of Psychology, 52, 197-221.
15. Goldberg, L.R. (1990). An alternative description of personality: The Big-Five factor structure. Journal of Personality and Social Psychology, 59, 1216-1229.
16. Gottfried, A.E. (1990). Academic intrinsic motivation in young elementary school children. Journal of Educational Psychology, 82, 525-538.
17. Hair, E.C., & Graziano, W.G. (2003). Self-esteem, personality and achievement in high school: A prospective longitudinal study in Texas. Journal of Personality, 71, 971-994.
18. Harris, J.A., Vernon, P.A., & Jang, K.L. (2005). Testing the differentiation of personality by intelligence hypothesis. Personality and Individual Differences, 38, 277-286.
19. Jackson, D.N. (1974). Personality Research Form Manual. Goshen, New York: Research Psychologists Press.
20. Laidra, K., Pullmann, H., & Allik, J.R. (2007). Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and Individual Differences, 42, 441-451.
21. Lee, Y-S. (1971). Some results on the sampling distribution of the multiple correlation coefficient. Journal of the Royal Statistical Society, Series B, 33, 117-130.
22. Lee, Y-S. (1972). Tables of the upper percentage points of the multiple correlation coefficient. Biometrika, 59, 175-189.
23. Lloyd, J., & Barenblatt, L. (1984). Intrinsic intellectuality: Its relations to social class, intelligence, and achievement. Journal of Personality and Social Psychology, 46, 646-654.
24. Lounsbury, J.W., Sundstrom, E., Loveland, J.L., & Gibson, L.W. (2003). Broad versus narrow personality traits in predicting academic performance of adolescents. Learning and Individual Differences, 14, 65-75.
25. Martin, J.H., Montgomery, R.L., & Saphian, D. (2006). Personality, achievement test scores, and high school percentile as predictors of academic performance across four years of coursework. Journal of Research in Personality, 40, 424-431.
26. Marsh, H.W., Trautwein, U., Lüdtke, O., Köller, O., & Baumert, J. (2006). Integration of multidimensional self-concept and core personality constructs: Construct validation and relations to well-being and achievement. Journal of Personality, 74, 403-456.
27. McClelland, D.C., Atkinson, J., Clark, R., & Lowell, E. (1953). The achievement motive. New York: Appleton-Century-Crofts.
28. 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, 81-90.
29. Murphy, P.K., & Alexander, P.A. (2000). A motivated exploration of motivation terminology. Contemporary Educational Psychology, 25, 3-53.
30. Murray, H. (1938). Explorations in personality. New York: Oxford University Press.
31. Ostendorf, F., & Angleitner, A. (2004). Manual NEO-PI-R. Göttingen: Hogrefe.
32. Paunonen, S.V., & Ashton, M.C. (2001). Big Five predictors of academic achievement. Journal of Research in Personality, 35, 78-90.
33. Rolfhus, E.L., & Ackerman, P.L. (1999). Assessing individual differences in knowledge: Knowledge, intelligence, and related traits. Journal of Educational Psychology, 91, 511-526.
34. Spangler, W.D. (1992). Validity of questionnaire and TAT measures of need for achievement: Two meta-analyses. Psychological Bulletin, 112(1), 140-154.
35. Stumpf, H., Angleitner, A., Wieck, T., Jackson, D.N., & Beloch-Till, H. (1985). Deutsche Personality Research Form (PRF) -Handanweisung [German Personality Research Form - manual]. Göttingen: Hogrefe.
36. Waldman, D.A., Atwater, L.E., & Davidson, R.A. (2004), The role of individualism and the Five-Factor Model in the prediction of performance in a leaderless group discussion. Journal of Personality, 72, 1-28.
37. Wigfield, A., & Eccles, J.S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68-81.
38. Wigfield, A., Eccles, J.S., Yoon, K.S., Harold, R.D., Arbreton, A.J.A., Freedman-Doan, C. et al. (1997). Change in children's competence beliefs and subjective task values across the elementary school years: A 3-year study. Journal of Educational Psychology, 89, 451-469.
39. Wolf, M.B., & Ackerman, P.L. (2005). Extraversion and intelligence: A meta-analytic investigation. Personality and Individual Differences, 39, 531-542.
40. Wolfe, R.N., & Johnson, S.D. (1995). Personality as a predictor of college performance. Educational and Psychological Measurement, 55, 177-185.
41. Zeidner, M. (Ed.). (1995). Personality trait correlates of intelligence. New York: Plenum.
42. Zsolnai, A. (2002). Relationship between children's social competence, learning motivation and school achievement. Educational Psychology, 22, 317-330.