When academic achievement (also) reflects personality: Using the personality-achievement saturation hypothesis (PASH) to explain differential associations between achievement measures and personality traits.

نویسندگان

چکیده

Students’ academic achievement is a key predictor of various life outcomes. The two most prominent measures are grades and standardized test scores. Both commonly used during selection processes as well for educational monitoring accountability. Research has suggested that scores strongly related to students’ characteristics (e.g., cognitive abilities) but might differentially reflect personality. In order better explain differential personality-achievement associations, it important move beyond the dichotomy versus To this end, we propose saturation hypothesis (PASH), which suggests associations between personality vary, depending on four main features measure used: level standardization, relevance student, curricular validity, instructional sensitivity. PASH conscientiousness should typically be more associated with grade point average, followed by course final examination grades, whereas openness We data from three large-scale studies (total N = 14,953) aggregated our findings. line PASH, was have lower moderate high relevance, curricular-validity, sensitivity, had substantially weaker highly standardized, less curriculum-valid, instructionally sensitive measures. addition, relevant, in English. Implications ways can discussed.

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ژورنال

عنوان ژورنال: Journal of Educational Psychology

سال: 2022

ISSN: ['1939-2176', '0022-0663']

DOI: https://doi.org/10.1037/edu0000571