Editorial for the special section on personality and academic achievement

British Journal of Educational Psychology

Volumn 81, Issue 1, 2011, Pages 24-26

  Petrides, K V ^a  

^a UNIVERSITY COLLEGE LONDON   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

ACHIEVEMENT; CHILD; EDITORIAL; HUMAN; PERSONALITY;

ACHIEVEMENT; CHILD; HUMANS; PERSONALITY;

EID: 79952530549     PISSN: 00070998     EISSN: 20448279     Source Type: Journal    
DOI: 10.1111/j.2044-8279.2010.02018.x     Document Type: Editorial

References (11)

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2. Marsh, H. W. (1990). The causal ordering of academic self-concept and academic achievement: A multiwave, longitudinal panel analysis. Journal of Educational Psychology, 82, 646-656.
3. Ackerman, P. L., Chamorro-Premuzic, T., & Furnham, A. (2011). Trait complexes and academic achievement: Old and new ways of examining personality in educational contexts. British Journal of Educational Psychology, 81(1), 27-40. doi:
4. Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study. British Journal of Educational Psychology, 81(1), 78-96. doi:
5. Marsh, H. W. (1990). Causal ordering of academic self-concept and academic achievement: A multiwave longitudinal panel analysis. Journal of Educational Psychology, 82, 646-656.
6. Marsh, H. W., & Martin, A. J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81(1), 59-77. doi:
7. Mavroveli, S., & Sánchez-Ruiz, M. J. (2011). Trait emotional intelligence influences on academic achievement and school behaviour. British Journal of Educational Psychology, 81(1), 112-134. doi:
8. Petrides, K. V. (2010). An application of belief-importance theory with reference to the Big Five and trait emotional intelligence. Social Behavior and Personality, 38, 697-710.
9. Petrides, K. V., & Frederickson, N. (2011). An application of belief-importance theory in the domain of academic achievement. British Journal of Educational Psychology, 81(1), 97-111. doi:
10. Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135, 322-338.
11. Poropat, A. E. (2011). The Eysenckian personality factors and their correlations with academic performance. British Journal of Educational Psychology, 81(1), 41-58. doi: