The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study

British Journal of Educational Psychology

Volumn 81, Issue 1, 2011, Pages 78-96

  Caprara, Gian Vittorio ^a   Vecchione, Michele ^a   Alessandri, Guido ^a   Gerbino, Maria ^a   Barbaranelli, Claudio ^a  

^a SAPIENZA UNIVERSITY OF ROME   (Italy)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; ADOLESCENT; ARTICLE; CHARACTER; CONTROL; FEMALE; HUMAN; LONGITUDINAL STUDY; MALE; MOTIVATION; PERSONALITY TEST; PSYCHOLOGICAL MODEL; PSYCHOMETRY; SELF CONCEPT; SOCIOECONOMICS; STATISTICS;

ACHIEVEMENT; ADOLESCENT; CHARACTER; FEMALE; HUMANS; INTERNAL-EXTERNAL CONTROL; LONGITUDINAL STUDIES; MALE; MODELS, PSYCHOLOGICAL; MOTIVATION; PERSONALITY INVENTORY; PSYCHOMETRICS; SELF EFFICACY; SOCIOECONOMIC FACTORS;

EID: 79952509822     PISSN: 00070998     EISSN: 20448279     Source Type: Journal    
DOI: 10.1348/2044-8279.002004     Document Type: Article

References (81)

1. Asendorph, J. B., & Van Aken, M. A. G. (2003). Personality-relationship transaction in adolescence: Core versus surface personality characteristics. Journal of Personality, 71, 629-662.
2. Bandura, A. (1986). Social foundations of thought and action: A social-cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
3. Bandura, A. (1997). Self-efficacy: The exercise of control. U.S.A.: W.H. Freeman and Company.
4. Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual Review of Psychology, 52, 1-26.
5. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (1996). Multifaceted impact of self-efficacy beliefs on academic functioning. Child Development, 67, 1206-1222.
6. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Development, 72, 187-206.
7. Barbaranelli, C., Caprara, G. V., Rabasca, A., & Pastorelli, C. (2003). A questionnaire for measuring the Big Five in late childhood. Personality and Individual Differences, 34, 645-664.
8. Barrick, M. R., Mount, M. K., & Strauss, J. R. (1993). Conscientiousness and performance of sales representatives: Test of the mediating effects of goal setting. Journal of Applied Psychology, 78, 715-722.
9. Bollen, K. A. (1989). Structural equations with latent variables. New York: Wiley Series in Probability and Mathematical Statistics.
10. Bidjerano, T., & Dai, D. Y. (2007). The relationship between the big-five model of personality and self-regulated learning strategies. Learning and Individual Differences, 17, 69-81.
11. Blickle, G. (1996). Personality traits, learning strategies, and performance. European Journal of Personality, 10, 337-352.
12. Britner, S. L., & Pajares, F. (2006). Sources of science self-efficacy beliefs of middle school students. Journal of Research in Science Teaching, 43, 485-499.
13. Browne, M. W., & Cudek, R. (1993). Alternative ways to assess model fit. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models (pp. 136-162). Newbury Park, CA: Sage.
14. Burnham, K. P., & Anderson, D. R. (1998). Model selection and inference: A practical information-theoretic approach. New York: Springer-Verlag.
15. Byrne, B. (1994). Structural equation modeling with EQS and EQS/Windows. London: Sage Publications.
16. Caprara, G. V., Alessandri, G., Di Giunta, L., Panerai, L., & Eisenberg, N. (2010). The contribution of agreeableness and self-efficacy beliefs to prosociality. European Journal of Personality, 24, 36-55.
17. Caprara, G. V., Barbaranelli, C., & Borgogni, L. (1993). BFQ. Big five questionnaire. Firenze: O.S. Organizzazioni Speciali.
18. Caprara, G. V., Barbaranelli, C., Borgogni, L., & Perugini, M. (1993). The ''Big Five Questionnaire": A new questionnaire to assess the five-factor model. Personality and Individual Differences, 15, 281-288.
19. Caprara, G. V., Barbaranelli, C., Pastorelli, C., & Cervone, D. (2004). The contribution of self-efficacy beliefs to psychosocial outcomes in adolescence: Predicting beyond global dispositional tendencies. Personality and Individual Differences, 37, 751-763.
20. Caprara G. V., & Cervone D. (2000). Personality. Determinants, dynamics, and potentials, Cambridge University Press, Cambridge
21. Caprara, G. V., Fida, R., Vecchione, M., Del Bove, G., Vecchio, G. M., Barbaranelli, C., et al (2008). Longitudinal Analysis of the role of perceived self-efficacy for self-regulated learning in academic continuance and achievement. Journal of Educational Psychology, 100, 525-534.
22. Caprara, G. V., Vecchione, M., & Schwartz, S. H. (2009). The mediational role of values in linking personality traits to political preference. Asian Journal of Social Psychology, 12, 82-94.
23. Cattell, R. B., & Tsujioka, B. (1964). The importance of factor-trueness and validity versus homogeneity and orthogonality in test scales. Educational and Psychological Measurement, 24, 3-30.
24. Chen, G., Casper, W. J., & Cortina, J. M. (2001). The role of self-efficacy and task complexity in the relationships among cognitive ability, conscientiousness, and work-related performance: A meta-analytic examination. Human Performance, 14, 209-230.
25. Chamorro-Premuzic, T., & Furnham, A. (2003). Personality predicts academic performance: Evidence from two longitudinal university samples. Journal of Research in Personality, 37, 319-338.
26. Conard, M. A. (2006). Aptitude is not enough: How personality and behavior predict academic performance. Journal of Research in Personality, 40, 339-346.
27. De Raad, B., & Schouwenburg, H. C. (1996). Personality in learning and education: A review. European Journal of Personality, 10, 303-336.
28. Digman, J. M. (1989). Five robust trait dimensions: Development, stability, and utility. Journal of Personality, 57, 195-214.
29. Digman, J. M. (1990). Personality structure: Emergence of the five factors model. Annual Review of Psychology, 41, 417-440.
30. Duff, A., Boyle, E., Dunleavy, K., & Ferguson, J. (2004). The relationship between personality, approach to learning and academic performance. Personality and Individual Differences, 36, 1907-1920.
31. Flora, D. B., & Curran, P. J. (2004). An empirical evaluation of alternative methods of estimation for confirmatory factor analysis with ordinal data. Psychological Methods, 9, 466-491.
32. Furnham, A., Chamorro-Premuzic, T., & McDougall, F. (2003). Personality, cognitive ability, and beliefs about intelligence as predictors of academic performance. Learning and Individual Differences, 14, 49-66.
33. Gerhardt, M. W., Rode, J. C., & Peterson, S. J. (2007). Exploring mechanisms in the personality-performance relationship: Mediating roles of self-management and situational constraints. Personality and Individual Differences, 43 1344-1355.
34. Gore, P. A. (2006). Academic self-efficacy as a predictor of college outcomes: Two incremental validity studies. Journal of Career Assessment, 14, 92-115.
35. Graziano, W. G., Jensen-Campbell, L. A., & Finch, J. A. (1997). The self as a mediator between personality and adjustment. Journal of Personality and Social Psychology, 73, 392-404.
36. Hu, L., & Bentler, P. M. (1998). Fit indices in covariance structure modeling: Sensitivity to underparameterized model misspecification. Psychological Methods, 3, 424-453.
37. Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6, 1-55.
38. Istituto Italiano di Statistica (2002). Annuario Statistico Italiano 2002 [Italian Yearbook of Statistics 2002]. Rome: ISTAT.
39. John, O. P., Caspi, A., Robins, R. W., Moffitt, T. E., & Stouthamer-Loeber, M. (1994). The "Little Five": Exploring the nomological network of the Five-Factor Model of personality in adolescent boys. Child Development, 65, 160-178.
40. Kanfer, R. (1992). Work motivation: New directions in theory and research. In C. L. Cooper & I. T. Robertson (Eds.). International review of industrial and organizational psychology (Vol. 7, pp. 1-53). Chichester, England: Wiley.
41. Klassen, R. M. (2004). Optimism and realism: A review of self-efficacy from a cross-cultural perspective. International Journal of Psychology, 39, 205-230.
42. Kline, R. B. (1998). Principles and practice of structural equation modeling. The Guilford Press. New York
43. Komarraju, M., & Karau, S. J. (2005). The relationship between the big five personality traits and academic motivation. Personality and Individual Differences, 39, 557-567.
44. MacCann, C., Duckworth, A. L., & Roberts, R. (2009). Empirical identification of the major facets of conscientiousness. Learning and Individual Differences, 19, 451-458.
45. Marsh, H. W., Trautwein, U., Ludtke, O., Koller, 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.
46. 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.
47. McAdams, D. P. (1995). What do we know when we know a person? Journal of Personality, 63, 365-296.
48. McCrae, R. R., & Costa, P. T. (1989). Rotation to maximize the construct validity of factors in the NEO personality inventory. Multivariate Behavioral Research, 24, 107-124.
49. McCrae, R. R., & Costa, P. T., Jr. (1999). A five-factor theory of personality. In L. A. Pervin & O. P. John (Eds.), Handbook of personality: Theory and research (2nd ed., pp. 139-153). New York: Guilford Press.
50. Martocchio, J. J., & Judge, T. A. (1997). Relationship between conscientiousness and learning in employee training: Mediating influences of self-deception and self-efficacy. Journal of Applied Psychology, 82, 764-773.
51. Mervielde, I. (1994). A Five-Factor Model classification of teachers' constructs on individual differences among children aged four to twelve. In C. F. Halverson, G. A. Kohnstamm, & R. P. Martin (Eds.), The developing structure of temperament and personality from infancy to adulthood (pp. 387-397). New York, NY: Erlbaum.
52. Mervielde, I., Buyst, V., & De Fruyt, F. (1995). The validity of the Big Five as a model for teachers' ratings of individual differences among children aged 4-12 years. Personality and Individual Differences, 18, 525-534.
53. Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38.
54. Muthén, B. O. (19982008). Mplus technical appendices. Los Angeles, CA: Muthén & Muthén.
55. Muthén, L. K., & Muthén, B. O. (2006). Mplus: User's guide. Los Angeles, CA: Muthén & Muthén.
56. Muthén, B., & Shedden, K. (1999). Finite mixture modeling with mixture outcomes using the EM algorithm. Biometrics, 55, 463-469.
57. Nauta, M. M. (2004). Self-efficacy as a mediator of the relationships between personality factors and career interests. Journal of Career Assessment, 12, 381-394.
58. Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory into Practice, 41, 116-125.
59. Pajares, F., & Schunk, D. H. (2001). Self-beliefs and school success: Self-efficacy, self-concept, and school achievement. In R. Riding and S. Rayner (Eds.), Perception (pp. 239-266). London: Ablex Publishing.
60. Pajares, F., & Urdan, T. (2005). Academic motivation of adolescents. Charlotte, NC: Information Age Publishing.
61. Pajares, F., & Urdan, T. (Eds.). (2006). Adolescence and education: Vol. 5. Self-efficacy beliefs of adolescents. Greenwich, CT: Information Age.
62. Pastorelli, C., Caprara, G. V., Barbaranelli, C., Rola, J., Rozsa, S., & Bandura, A. (2001). The structure of children's perceived self-efficacy: A cross-national study. European Journal of Psychological Assessment, 17, 87-97.
63. Paunonen S. V., & Ashton, M. C. (2001). Big five predictors of academic achievement. Journal of Research in Personality, 35, 78-90.
64. Payne, S. C., Youngcourt, S. S., & Beaubien, J. M. (2007). A meta-analytic examination of the goal orientation nomological net. Journal of Applied Psychology, 92, 128-150.
65. Peterson, E. R., & Whiteman, M. C. (2007). 'I think I can, I think I can...': The interrelationships among self-assessed intelligence, self-concept, self-efficacy and the personality trait intellect in university students in Scotland and New Zealand. Personality and Individual Differences, 43, 959-968.
66. Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135, 322-338.
67. Ridgell, S. D., & Lounsbury, J. W. (2004). Predicting academic success: General intelligence, "Big Five" personality traits, and work drive. College Student Journal, 38, 607-618.
68. Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A meta-analysis. Psychological Bulletin, 130, 261-288.
69. Rottinghaus, P. J., Lindley, L. D., Green, M. A., & Borgen, F. H. (2002). Educational aspirations: The contribution of personality, self-efficacy, and interests. Journal of Vocational Behavior, 61, 1-19.
70. Schunk, D. H., & Pajares, F. (2002). The development of academic self-efficacy. In A. Wigfield & J. Eccles (Eds.), Development of achievement motivation. San Diego: Academic Press.
71. Schunk, D. H., & Zimmerman, B. (Eds.). (1994). Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Erlbaum.
72. Scott-Lennox, J. A., & Scott-Lennox, R. D. (1995). Sex-race differences in social support and depression in older low-income adults. In R. H. Hoyle (Ed.), Structural equation modeling: Concepts, issues, and applications (pp. 199-216). Thousand Oaks, CA: Sage.
73. Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75, 417-453.
74. Steel, P. (2007). The nature of procrastination: A meta-analytic an theoretical review of quintessential self-regulatory failure. Psychological Bulletin, 133, 65-94.
75. Tanaka, J. (1993). Multifaceted conceptions of fit in structural equation models. In K. A. Bollen & F. S. Long (Eds.), Testing structural equation models (pp. 10-39). Newbury Park, CA: Sage Publications.
76. Tempelaar, D. T., Gijselaers, W. H., Schim Van Der Loeff, S., & Nijhuis, J. (2007). A structural equation model analyzing the relationship of student achievement motivations and personality factors in a range of academic subject-matter areas. Contemporary Educational Psychology, 32, 105-131.
77. Trautwein, U., Ludtke, O., Schnyder, I., & Niggli, A. (2006). Predicting homework effort: Support for a domain-specific, multilevel homework model. Journal of Educational Psychology, 98, 438-456.
78. Vermetten, Y. J., Lodewijks, H. G., & Vermunt, J. D. (2001). The role of personality traits and goal orientations in strategy use. Contemporary Educational Psychology, 26, 149-170.
79. Zimmerman, B. J. (1990). Self-regulating academic learning and achievement: The emergence of a social cognitive perspective. Educational Psychology Review, 2, 173-201.
80. Zimmerman, B., Bandura, A., & Martinez-Pons, M. (1992). Self-motivation for academic attainment: The role of self-efficacy beliefs and personal goal setting. American Educational Research Journal, 29, 663-676.
81. Zimmerman, B. J., & Cleary, T. J. (2006). Adolescents' development of personal agency: The role of self-efficacy beliefs and self-regulatory skill. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 45-69). Greenwich, CT: Information Age.