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Hufer-Thamm A, Jürgens R, Bergold S, Steinmayr R. Teachers' and Parents' Assessments of Primary School Children's Intellectual Investment as Predictors of Change in Need for Cognition. J Intell 2025; 13:10. [PMID: 39852419 PMCID: PMC11766036 DOI: 10.3390/jintelligence13010010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2024] [Revised: 12/14/2024] [Accepted: 12/30/2024] [Indexed: 01/26/2025] Open
Abstract
The present study investigated whether parents' and teachers' evaluations of children's intellectual investment would predict a change in children's need for cognition (NFC) over one year. An exploratory look at how teachers' evaluations are predicted by a range of factors was also taken. N = 565 third-graders (298 girls; Mage = 8.40, SD = 0.59) and teachers (N = 39) were surveyed in 2021 and 2022. The parents (N = 452) provided the data in 2021. Longitudinal data were analyzed by means of latent change score models (LCSMs). Changes in the teachers' evaluations and in the children's cognitive engagement differed between the children. However, there was no effect of the parents' or teachers' assessments on the development of the children's NFC. The change in the teachers' assessment was negatively related to their initial judgment and the children's age; it was positively related to the pupils' fluid intelligence. The results and implications are discussed.
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Affiliation(s)
- Anke Hufer-Thamm
- Department of Psychology, TU Dortmund University, Emil-Figge-Straße 50, 44227 Dortmund, Germany; (R.J.); (S.B.); (R.S.)
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Flores-Bravo JF, Rodríguez-Naveiras E, Valadez Sierra MDLD, Costantini D, Borges Á. Differences in Personality Between High-Ability and Average-Ability University Students. J Intell 2025; 13:7. [PMID: 39852416 PMCID: PMC11765854 DOI: 10.3390/jintelligence13010007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/13/2024] [Revised: 12/27/2024] [Accepted: 12/29/2024] [Indexed: 01/26/2025] Open
Abstract
Despite the growing body of research examining the personality traits of individuals with high abilities, little clarity exists about how they differ from the general population, especially within the university context. This study aimed to identify distinct personality traits by examining 268 high-ability university students alongside a matched average-ability group through a retrospective ex post facto design. Results revealed significant differences only in the trait of responsibility (p = 0.037), with lower scores observed among high-ability students. This outcome may be related to specific academic environmental factors, such as insufficient challenges. It can be concluded that, although stereotypes often associate high-ability students with certain personality traits, such as openness to experience, the present results do not reflect such differences. Therefore, it is important to conduct well-designed studies to determine the characteristics of high-ability individuals and how they differ from average-ability students.
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Affiliation(s)
| | - Elena Rodríguez-Naveiras
- Department of Clinical Psychology, Psychobiology and Methodology, University of La Laguna, 38200 San Cristóbal de La Laguna, Spain; (E.R.-N.); (Á.B.)
| | | | - Dylan Costantini
- Working and Research Group on Giftedness, University of La Laguna, Santa Cruz de Tenerife, 38200 San Cristóbal de La Laguna, Spain;
| | - África Borges
- Department of Clinical Psychology, Psychobiology and Methodology, University of La Laguna, 38200 San Cristóbal de La Laguna, Spain; (E.R.-N.); (Á.B.)
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3
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Fleischhauer M, Schweitzer FM, Enge S. Yes, I Can: The Interplay of Need for Cognition and Task Confidence in Cognitive Task Performance. J Intell 2024; 12:128. [PMID: 39728096 DOI: 10.3390/jintelligence12120128] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2024] [Revised: 12/06/2024] [Accepted: 12/12/2024] [Indexed: 12/28/2024] Open
Abstract
Need for Cognition (NFC) refers to the enjoyment of and the search for intellectual challenges. Although numerous studies suggest associations between NFC and cognitive performance, the processes and factors that may mediate the relationship are not yet well understood. Based on the literature suggesting that self-efficacy (SE) expectancies mediate the relationship between NFC and cognitive performance, we sought to investigate this relationship systematically under controlled laboratory conditions. Additionally, we were interested in whether the visibility of the test subject's performance to others (i.e., the experimenter) would influence these correlations. After an online questionnaire assessing NFC, 204 participants completed a set of highly demanding intelligence tasks in the laboratory. Following the sample tasks and prior to working through the task battery, task-specific SE about solving the tasks was assessed. To examine the role of visibility, participants either worked alone or were observed by the investigator while completing the tasks. We found a moderate positive association between NFC and task-specific SE, as well as a significant small positive association between NFC and task performance. Further analyses indicated that the relationship between NFC and task performance is fully mediated by task-specific SE, without any moderation effects related to the visibility of one's own task performance to others. Our study suggests that the relationship between NFC and cognitive performance is also due to the positive influence of NFC on task-specific SE, which in turn influences cognitive performance.
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Affiliation(s)
- Monika Fleischhauer
- Department of Psychology, MSB Medical School Berlin, D-14197 Berlin, Germany
| | - Felix M Schweitzer
- Department of Psychology, MSB Medical School Berlin, D-14197 Berlin, Germany
| | - Sören Enge
- Department of Psychology, MSB Medical School Berlin, D-14197 Berlin, Germany
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Mussel P. The Development of Intellect in Emerging Adults: Predictors of Longitudinal Trajectories. J Intell 2024; 12:113. [PMID: 39590640 PMCID: PMC11595759 DOI: 10.3390/jintelligence12110113] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2024] [Revised: 10/22/2024] [Accepted: 11/05/2024] [Indexed: 11/28/2024] Open
Abstract
Intellect is an important personality trait, especially with regard to the prediction and explanation of intellectual performance, such as occupational or academic success. However, much less is known about the development of Intellect. I present results from a longitudinal study spanning eight years to investigate changes in Intellect during a critical period: the transition from school to vocation. The study is based on a large and heterogeneous sample with up to 1964 participants. Using a facet approach, I investigate predictors of longitudinal trajectories theoretically derived from construct definition, including subjective and objective attributes of education and profession; attitudes regarding the malleability of personality traits; as well as personality traits beyond Intellect, especially intelligence. Results reveal some support for the social investment principle according to neo-socioanalytic theory, as epistemic job demands and epistemic leisure activities predicted the increase in Intellect over time. The study contributes to our understanding of the development of personality traits related to intellectual achievement, including important internal and external predictors of longitudinal trajectories.
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Affiliation(s)
- Patrick Mussel
- Division for Personality Psychology and Psychological Assessment, Department of Education and Psychology, Freie Universität Berlin, Habelschwerdter Allee 45, 14195 Berlin, Germany;
- Division for Psychological Diagnostics and Differential Psychology, Psychologische Hochschule Berlin, Am Köllnischen Park 2, 10179 Berlin, Germany
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5
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Scherrer V, Breit M, Preckel F. Crystallized Intelligence, Fluid Intelligence, and Need for Cognition: Their Longitudinal Relations in Adolescence. J Intell 2024; 12:104. [PMID: 39590631 PMCID: PMC11595727 DOI: 10.3390/jintelligence12110104] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2024] [Revised: 10/18/2024] [Accepted: 10/21/2024] [Indexed: 11/28/2024] Open
Abstract
Investment theory and related theoretical approaches suggest a dynamic interplay between crystallized intelligence, fluid intelligence, and investment traits like need for cognition. Although cross-sectional studies have found positive correlations between these constructs, longitudinal research testing all of their relations over time is scarce. In our pre-registered longitudinal study, we examined whether initial levels of crystallized intelligence, fluid intelligence, and need for cognition predicted changes in each other. We analyzed data from 341 German students in grades 7-9 who were assessed twice, one year apart. Using multi-process latent change score models, we found that changes in fluid intelligence were positively predicted by prior need for cognition, and changes in need for cognition were positively predicted by prior fluid intelligence. Changes in crystallized intelligence were not significantly predicted by prior Gf, prior NFC, or their interaction, contrary to theoretical assumptions. This pattern of results was largely replicated in a model including all constructs simultaneously. Our findings support the notion that intelligence and investment traits, particularly need for cognition, positively interact during cognitive development, but this interplay was unexpectedly limited to Gf.
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Affiliation(s)
- Vsevolod Scherrer
- Department of Psychology, Trier University, D-54286 Trier, Germany; (M.B.); (F.P.)
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Lavrijsen J, Aerts E, Preckel F, Ramos A, Verschueren K. Becoming a "Hungry Mind": Stability and Change in Need for Cognition across Adolescence. J Intell 2024; 12:103. [PMID: 39452520 PMCID: PMC11508517 DOI: 10.3390/jintelligence12100103] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2024] [Revised: 10/05/2024] [Accepted: 10/14/2024] [Indexed: 10/26/2024] Open
Abstract
Need for Cognition has been established as a key intellectual investment trait shaping students' academic development. However, little is yet known about its malleability, particularly in youth. This study investigated stability and change in Need for Cognition in a large longitudinal sample of 3409 adolescents from 166 classes in 27 schools in Flanders. Participants reported on their Need for Cognition in Grades 7, 8, 11 and 12. First, the latent rank-order stability of Need for Cognition between Grades 7 and 11 was found to be r = 0.50. This stability was of a similar magnitude to that of the Big Five personality traits observed in the same sample and larger than that of academic intrinsic motivation. Second, trajectories of Need for Cognition over time were found to vary between individuals. In particular, three trajectory classes could be identified, differentiated mainly by the initial level of Need for Cognition (i.e., a low, medium, and high trajectory). Finally, cognitive ability, cognitive stimulation at home, and parental autonomy support, but not parental educational level, were associated with higher odds of belonging to the high Need for Cognition trajectory and lower odds of belonging to the low Need for Cognition trajectory.
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Affiliation(s)
- Jeroen Lavrijsen
- Department of Mathematics, KU Leuven, 3000 Leuven, Belgium
- School Psychology and Development in Context, KU Leuven, 3000 Leuven, Belgium; (E.A.); (A.R.); (K.V.)
| | - Evelien Aerts
- School Psychology and Development in Context, KU Leuven, 3000 Leuven, Belgium; (E.A.); (A.R.); (K.V.)
| | - Franzis Preckel
- Department of Psychology, Trier University, D-54286 Trier, Germany;
| | - Alicia Ramos
- School Psychology and Development in Context, KU Leuven, 3000 Leuven, Belgium; (E.A.); (A.R.); (K.V.)
| | - Karine Verschueren
- School Psychology and Development in Context, KU Leuven, 3000 Leuven, Belgium; (E.A.); (A.R.); (K.V.)
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Aerts E, Lavrijsen J, Preckel F, Verschueren K. A Theoretical Framework for the Development of Need for Cognition in Childhood and Adolescence. J Intell 2024; 12:99. [PMID: 39452516 PMCID: PMC11508733 DOI: 10.3390/jintelligence12100099] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2024] [Revised: 09/27/2024] [Accepted: 10/03/2024] [Indexed: 10/26/2024] Open
Abstract
Extensive research has highlighted the importance of Need for Cognition (NFC) in various contexts, but our understanding of its development remains limited. In particular, the current psychological literature is relatively silent regarding the factors influencing NFC development. We aim to address this gap by proposing a developmental model of NFC based on the principles of the Cognitive Adaptation Trait Theory (CATT). Through a comprehensive review of the current literature, we elucidate the potential key components contributing to the development of NFC in childhood and adolescence. Additionally, we outline several potential strategies to foster NFC development based on the key components of the model. The model aims to provide a starting point for future research on possible mechanisms underlying the development of NFC. Moving forward, future research should empirically test these hypotheses in real-world settings to enhance our understanding of NFC development and validate the suggested fostering strategies on their effectiveness.
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Affiliation(s)
- Evelien Aerts
- School Psychology and Development in Context, KU Leuven, 3000 Leuven, Belgium; (J.L.); (K.V.)
| | - Jeroen Lavrijsen
- School Psychology and Development in Context, KU Leuven, 3000 Leuven, Belgium; (J.L.); (K.V.)
- Department of Mathematics, KU Leuven, 3000 Leuven, Belgium
| | - Franzis Preckel
- Department of Psychology, Trier University, D-54286 Trier, Germany;
| | - Karine Verschueren
- School Psychology and Development in Context, KU Leuven, 3000 Leuven, Belgium; (J.L.); (K.V.)
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Bardach L, Schumacher A, Trautwein U, Kasneci E, Tibus M, Wortha F, Gerjets P, Appel T. Taking another look at intelligence and personality using an eye-tracking approach. NPJ SCIENCE OF LEARNING 2024; 9:41. [PMID: 38951543 PMCID: PMC11217503 DOI: 10.1038/s41539-024-00252-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2023] [Accepted: 06/03/2024] [Indexed: 07/03/2024]
Abstract
Intelligence and personality are both key drivers of learning. This study extends prior research on intelligence and personality by adopting a behavioral-process-related eye-tracking approach. We tested 182 adults on fluid intelligence and the Big Five personality traits. Eye-tracking information (gaze patterns) was recorded while participants completed the intelligence test. Machine learning models showed that personality explained 3.18% of the variance in intelligence test scores, with Openness and, surprisingly, Agreeableness most meaningfully contributing to the prediction. Facet-level measures of personality explained a larger amount of variance (7.67%) in intelligence test scores than the trait-level measures, with the largest coefficients obtained for Ideas and Values (Openness) and Compliance and Trust (Agreeableness). Gaze patterns explained a substantial amount of variance in intelligence test performance (35.91%). Gaze patterns were unrelated to the Big Five personality traits, but some of the facets (especially Self-Consciousness from Neuroticism and Assertiveness from Extraversion) were related to gaze. Gaze patterns reflected the test-solving strategies described in the literature (constructive matching, response elimination) to some extent. A combined feature vector consisting of gaze-based predictions and personality traits explained 37.50% of the variance in intelligence test performance, with significant unique contributions from both personality and gaze patterns. A model that included personality facets and gaze explained 38.02% of the variance in intelligence test performance. Although behavioral data thus clearly outperformed "traditional" psychological measures (Big Five personality) in predicting intelligence test performance, our results also underscore the independent contributions of personality and gaze patterns in predicting intelligence test performance.
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Affiliation(s)
- Lisa Bardach
- Department of Psychology, University of Giessen, Giessen, Germany.
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany.
| | - Aki Schumacher
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
| | - Ulrich Trautwein
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
| | | | - Maike Tibus
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
| | | | - Peter Gerjets
- Leibniz Institut für Wissensmedien, Tübingen, Germany
| | - Tobias Appel
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
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Cheng H, Furnham A. Social, Demographic, and Psychological Factors Associated with Middle-Aged Mother's Vocabulary: Findings from the Millennium Cohort Study. J Intell 2024; 12:57. [PMID: 38921692 PMCID: PMC11204770 DOI: 10.3390/jintelligence12060057] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2024] [Revised: 05/27/2024] [Accepted: 05/30/2024] [Indexed: 06/27/2024] Open
Abstract
Based on a sample of 8271 mothers, this study explored a set of psychological and sociodemographic factors associated with their vocabulary, drawing on data from a large, nationally representative sample of children born in 2000. The dependent variable was maternal vocabulary assessed when cohort members were at fourteen years of age, and the mothers were in their mid-forties. Data were also collected when cohort members were at birth, 9 months old, and at ages 3, 7, 11 and 14 years. Correlational analysis showed that family income at birth, parent-child relationship quality at age 3, maternal educational qualifications at age 11, and maternal personality trait Openness at age 14 were significantly and positively associated with maternal vocabulary. It also showed maternal malaise at 9 months and children's behavioral adjustment at age 7, and maternal traits Neuroticism and Agreeableness at age 14 were significantly and negatively associated with maternal vocabulary. Maternal age was also significantly and positively associated with vocabulary. Regression analysis showed that maternal age, malaise, parent-child relationship quality, children's behavioral adjustment, maternal educational qualifications, and traits Openness and Agreeableness were significant predictors of maternal vocabulary, accounting for 33% of total variance. The implications and limitations are discussed.
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Affiliation(s)
| | - Adrian Furnham
- Department of Leadership and Organisational Behaviour, Norwegian Business School, Nydalsveien 37, 0484 Oslo, Norway
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10
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Hou WP, Qin XQ, Hou WW, Han YY, Bo QJ, Dong F, Zhou FC, Li XB, Wang CY. Interaction between catechol-O-methyltransferase Val/Met polymorphism and cognitive reserve for negative symptoms in schizophrenia. World J Psychiatry 2024; 14:695-703. [PMID: 38808087 PMCID: PMC11129152 DOI: 10.5498/wjp.v14.i5.695] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/22/2023] [Revised: 04/09/2024] [Accepted: 04/22/2024] [Indexed: 05/16/2024] Open
Abstract
BACKGROUND Cognitive reserve (CR) and the catechol-O-methyltransferase (COMT) Val/Met polymorphism are reportedly linked to negative symptoms in schizophrenia. However, the regulatory effect of the COMT genotype on the relationship between CR and negative symptoms is still unexamined. AIM To investigate whether the relationship between CR and negative symptoms could be regulated by the COMT Val/Met polymorphism. METHODS In a cross-sectional study, 54 clinically stable patients with schizophrenia underwent assessments for the COMT genotype, CR, and negative symptoms. CR was estimated using scores in the information and similarities subtests of a short form of the Chinese version of the Wechsler Adult Intelligence Scale. RESULTS COMT Met-carriers exhibited fewer negative symptoms than Val homozygotes. In the total sample, significant negative correlations were found between negative symptoms and information, similarities. Associations between information, similarities and negative symptoms were observed in Val homozygotes only, with information and similarities showing interaction effects with the COMT genotype in relation to negative symptoms (information, β = -0.282, 95%CI: -0.552 to -0.011, P = 0.042; similarities, β = -0.250, 95%CI: -0.495 to -0.004, P = 0.046). CONCLUSION This study provides initial evidence that the association between negative symptoms and CR is under the regulation of the COMT genotype in schizophrenia.
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Affiliation(s)
- Wen-Peng Hou
- Beijing Key Laboratory of Mental Disorders, National Clinical Research Center for Mental Disorders & National Center for Mental Disorders, Beijing Anding Hospital, Capital Medical University, Beijing 100088, China
- Advanced Innovation Center for Human Brain Protection, Capital Medical University, Beijing 100069, China
| | - Xiang-Qin Qin
- Beijing Key Laboratory of Mental Disorders, National Clinical Research Center for Mental Disorders & National Center for Mental Disorders, Beijing Anding Hospital, Capital Medical University, Beijing 100088, China
- Advanced Innovation Center for Human Brain Protection, Capital Medical University, Beijing 100069, China
| | - Wei-Wei Hou
- Beijing Key Laboratory of Mental Disorders, National Clinical Research Center for Mental Disorders & National Center for Mental Disorders, Beijing Anding Hospital, Capital Medical University, Beijing 100088, China
- Advanced Innovation Center for Human Brain Protection, Capital Medical University, Beijing 100069, China
| | - Yun-Yi Han
- Beijing Key Laboratory of Mental Disorders, National Clinical Research Center for Mental Disorders & National Center for Mental Disorders, Beijing Anding Hospital, Capital Medical University, Beijing 100088, China
- Advanced Innovation Center for Human Brain Protection, Capital Medical University, Beijing 100069, China
| | - Qi-Jing Bo
- Beijing Key Laboratory of Mental Disorders, National Clinical Research Center for Mental Disorders & National Center for Mental Disorders, Beijing Anding Hospital, Capital Medical University, Beijing 100088, China
- Advanced Innovation Center for Human Brain Protection, Capital Medical University, Beijing 100069, China
| | - Fang Dong
- Beijing Key Laboratory of Mental Disorders, National Clinical Research Center for Mental Disorders & National Center for Mental Disorders, Beijing Anding Hospital, Capital Medical University, Beijing 100088, China
- Advanced Innovation Center for Human Brain Protection, Capital Medical University, Beijing 100069, China
| | - Fu-Chun Zhou
- Beijing Key Laboratory of Mental Disorders, National Clinical Research Center for Mental Disorders & National Center for Mental Disorders, Beijing Anding Hospital, Capital Medical University, Beijing 100088, China
- Advanced Innovation Center for Human Brain Protection, Capital Medical University, Beijing 100069, China
| | - Xian-Bin Li
- Beijing Key Laboratory of Mental Disorders, National Clinical Research Center for Mental Disorders & National Center for Mental Disorders, Beijing Anding Hospital, Capital Medical University, Beijing 100088, China
- Advanced Innovation Center for Human Brain Protection, Capital Medical University, Beijing 100069, China
| | - Chuan-Yue Wang
- Beijing Key Laboratory of Mental Disorders, National Clinical Research Center for Mental Disorders & National Center for Mental Disorders, Beijing Anding Hospital, Capital Medical University, Beijing 100088, China
- Advanced Innovation Center for Human Brain Protection, Capital Medical University, Beijing 100069, China
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11
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Bergold S, Steinmayr R. The interplay between investment traits and cognitive abilities: Investigating reciprocal effects in elementary school age. Child Dev 2024; 95:780-799. [PMID: 37873697 DOI: 10.1111/cdev.14029] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2023]
Abstract
Based on investment theories and guided by Mussel's (2013) intellect model, the present study investigated reciprocal relations over 1 year (2021-2022) between investment traits (need for cognition, achievement motives, epistemic curiosity) and fluid and crystallized cognitive abilities in 565 German elementary school children (298 girls; Mage = 8.40, SD = 0.59; 59.5% with immigration background). Children's fluid and crystallized abilities increased over time, whereas fear of failure and curiosity decreased. Investment traits barely predicted change in cognitive abilities. However, mathematical ability predicted change in most investment traits (.14 ≤ |β| ≤ .20), even after accounting for control variables. Results largely contradict investment theories but support the role of crystallized abilities for the development of investment traits in elementary school age.
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12
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Weiss S, Böhnisch M. Conscientiousness, Students' Goal Orientation, and Reasoning Ability: Significance for Educational Standards. J Intell 2024; 12:11. [PMID: 38275978 PMCID: PMC10817624 DOI: 10.3390/jintelligence12010011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/21/2023] [Revised: 12/04/2023] [Accepted: 01/12/2024] [Indexed: 01/27/2024] Open
Abstract
Previous studies show that students' goal orientation and conscientiousness are related to academic performance. Few studies, however, allow conclusions to be drawn about the factor structure of goal orientation and its distinctions from conscientiousness. In a study with N = 145 secondary school students (M = 13.9, SD = 0.85; 41% male), we investigated if the residuals of latent factors of goal orientation are still meaningfully correlated with academic performance and reasoning. Based on structural equation models, we have replicated the theoretically derived four-factor structure and showed that conscientiousness explains 29% of the variance in learning goals and 40% of the variance in work avoidance. Furthermore, we show that the residuals of goal orientation are mainly not significantly related to reasoning or educational standards (only work avoidance correlated with reasoning, and performance goals correlated with educational standards). Educational standards were highly correlated with reasoning. Implications for school practice and possible interventions are discussed.
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Affiliation(s)
- Selina Weiss
- Department Individual Differences and Psychological Assessment, Institute of Psychology and Education, Ulm University, 89081 Ulm, Germany
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13
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Bardach L, Hübner N, Nagengast B, Trautwein U, von Stumm S. Personality, intelligence, and academic achievement: Charting their developmental interplay. J Pers 2023; 91:1326-1343. [PMID: 36650902 DOI: 10.1111/jopy.12810] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Revised: 12/10/2022] [Accepted: 01/12/2023] [Indexed: 01/19/2023]
Abstract
OBJECTIVE Although intelligence and personality traits have long been recognized as key predictors of students' academic achievement, little is known about their longitudinal and reciprocal associations. Here, we charted the developmental interplay of intelligence, personality (Big Five) and academic achievement in 3880 German secondary school students, who were assessed four times between the ages 11 and 14 years (i.e., in grades 5, 6, 7, and 8). METHOD We fitted random intercept cross-lagged panel models (RI-CLPs) to investigate reciprocal within-person associations between (a) academic achievement and intelligence, (b) academic achievement and personality, as well as (c) intelligence and personality. RESULTS The results revealed negative within-person associations between Conscientiousness and Extraversion assessed at the first wave of measurement and intelligence assessed at the second wave. None of the reciprocal personality-achievement associations attained statistical significance. Academic achievement and intelligence showed reciprocal within-person relations, with the strongest coefficients found for achievement longitudinally predicting intelligence. CONCLUSIONS Our work contributes to developmental theorizing on interrelations between personality, intelligence, and academic achievement, as well as to within-person conceptualizations in personality research.
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Affiliation(s)
- Lisa Bardach
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
| | - Nicolas Hübner
- Institute of Education, University of Tübingen, Tübingen, Germany
| | - Benjamin Nagengast
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
- Department of Education and the Brain & Motivation Research Institute (bMRI), Korea University, Seoul, Republic of Korea
| | - Ulrich Trautwein
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
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14
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Zhang Y, Wang H. Effect of English Learning Motivation on Academic Performance Among English Majors in China: The Moderating Role of Certain Personality Traits. Psychol Res Behav Manag 2023; 16:2187-2199. [PMID: 37337565 PMCID: PMC10276998 DOI: 10.2147/prbm.s407486] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2023] [Accepted: 05/20/2023] [Indexed: 06/21/2023] Open
Abstract
Background Previous studies have explored the interrelationship among learning motivation, personality traits, and academic performance, but little is known about the role of personality traits in the relationship between foreign language learners' motivation and academic performance, especially in the Chinese setting, where English is taken as a compulsory course in universities. Purpose This study aimed to fill the gap by investigating the relationship between English learning motivation and academic performance among English majors in China and identifying the moderating role of certain personality traits, sequentially providing some implications for improving college English teaching strategies in China. Methods English majors (N=273) from different types of universities in China were recruited to complete the revised version of the English learning motivation scale and big five personality traits scales via an online survey platform. Descriptive statistics, correlation analyses and hierarchical regression analyses were performed to explore the relationships among the three variables. Results Results demonstrated that English learning motivation and openness both significantly influenced academic performance and significant interaction effects were found between English learning motivation and agreeableness. Specifically, agreeableness partially moderated the relationship between English learning motivation and academic performance, and English learning motivation had a positive effect on academic performance only for learners with lower levels of agreeableness. Conclusion These findings not only addressed the gap of the moderating role of personality traits in the motivation-performance relationship but also extended our knowledge of the roles of English learning motivation and certain personality traits in English learning within the context of China, where English is taken as a foreign language, thus providing practical suggestions for college English teachers and researchers in China to improve students academic performance.
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Affiliation(s)
- Yongjun Zhang
- School of Foreign Languages, Anhui Jianzhu University, Hefei, Anhui, People’s Republic of China
- School of Humanities and Social Sciences, University of Science and Technology of China, Hefei, Anhui, People’s Republic of China
- Institute of Linguistics and Applied Linguistics, Anhui Jianzhu University, Hefei, Anhui, People’s Republic of China
| | - Huijun Wang
- School of Foreign Languages, Anhui Jianzhu University, Hefei, Anhui, People’s Republic of China
- School of Education, University of Nottingham, Nottingham, UK
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15
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Cuppello S, Treglown L, Furnham A. Intelligence, Personality and Tolerance of Ambiguity. J Intell 2023; 11:102. [PMID: 37367504 DOI: 10.3390/jintelligence11060102] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2023] [Revised: 04/27/2023] [Accepted: 05/23/2023] [Indexed: 06/28/2023] Open
Abstract
In this study, 3836 adults completed a personality test (the HPTI) and a multidimensional intelligence test (GIA). Two prominent theories that link personality traits to intelligence (compensation and investment) were tested. There were more sex differences in the personality traits than in the IQ scores. Correlational and regression analyses results provided little evidence for either theory but pointed to the role of tolerance of ambiguity as a consistently significant, positive correlate of IQ at both the facet and domain levels. The role of this neglected trait is discussed. Limitations of various aspects of this study and its implications are considered.
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Affiliation(s)
- Stephen Cuppello
- Department of Psychology, City University of London, London WCIE 7HX, UK
- Thomas International, Marlow SL7 1YG, UK
| | - Luke Treglown
- Department of Psychology, City University of London, London WCIE 7HX, UK
- Thomas International, Marlow SL7 1YG, UK
| | - Adrian Furnham
- Department of Leadership and Organizational Behaviour, Norwegian Business School (BI), Nydalveien, 0484 Oslo, Norway
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16
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Individual differences in everyday multitasking behavior and its relation to cognition and personality. PSYCHOLOGICAL RESEARCH 2023; 87:655-685. [PMID: 35788902 DOI: 10.1007/s00426-022-01700-z] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2021] [Accepted: 06/07/2022] [Indexed: 10/17/2022]
Abstract
Our ability to multitask-focus on multiple tasks simultaneously-is one of the most critical functions of our cognitive system. This capability has shown to have relations to cognition and personality in empirical studies, which have received much attention recently. This review article integrates the available findings to examine how individual differences in multitasking behavior are linked with different cognitive constructs and personality traits to conceptualize what multitasking behavior represents. In this review, we highlight the methodological differences and theoretical conceptions. Cognitive constructs including executive functions (i.e., shifting, updating, and inhibition), working memory, relational integration, divided attention, reasoning, and prospective memory were investigated. Concerning personality, the traits of polychronicity, impulsivity, and the five-factor model were considered. A total of 43 studies met the inclusion criteria and entered the review. The research synthesis directs us to propose two new conceptual models to explain multitasking behavior as a psychometric construct. The first model demonstrates that individual differences in multitasking behavior can be explained by cognitive abilities. The second model proposes that personality traits constitute a moderating effect on the relation between multitasking behavior and cognition. Finally, we provide possible future directions for the line of research.
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17
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Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09736-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
AbstractStudents’ academic achievement is a central predictor of a long list of important educational outcomes, such as access to higher education and socioeconomic success. Prior studies have extensively focused on identifying variables that are related to academic achievement and an important variable in this context appears to be students’ personality. Notably, although findings from more recent studies suggested that the association between student achievement and personality varies by the subject domain (language vs. STEM) and the type of achievement measure (grades vs. test scores), systematic meta-analytical evidence is still lacking. To address this gap in the educational research literature, we conducted a meta-analysis based on 78 studies, with 1491 effect sizes representing data from 500,218 students and 110 samples from elementary to high school. We used a random-effects model with robust variance estimation to calculate mean effect sizes and standard deviations. We found moderating effects of measure or domain for all five personality traits, with differences in the direction of the effects. Our results highlight the importance of the domain and measure when examining how personality traits relate to academic achievement in school. The combination of subject domain and achievement was also found to be relevant for some of the traits. These findings emphasize that subject domains and types of achievement measures should be explicitly considered when investigating the personality saturation of student achievement. We discuss implications for future research, highlighting that there is no “best” or “more objective” achievement measure but, instead, that achievement measures should be chosen based on the research question of interest.
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18
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Bergold S, Hufer-Thamm A, Abad Borger K, Luhmann M, Steinmayr R. Does intelligence predict development of investment traits from mid to late adolescence? Evidence from a 3-year longitudinal study. J Adolesc 2022; 95:553-565. [PMID: 36575834 DOI: 10.1002/jad.12135] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Revised: 12/16/2022] [Accepted: 12/17/2022] [Indexed: 12/29/2022]
Abstract
INTRODUCTION Investment theories have claimed reciprocal relations between intelligence and investment traits (i.e., personality traits related to seeking out, and dealing with, cognitive challenges). However, previous research has primarily addressed the effects of investment traits on intellectual development (environmental enrichment hypothesis) and often focused on either childhood or later adulthood. The present study investigated the effects of intelligence on investment traits (environmental success hypothesis) from mid to late adolescence. METHOD In a 3-year longitudinal survey (2008-2011) covering four measurement occasions, the predictive effects of both fluid and crystallized intelligence on intraindividual change in both the achievement motive (i.e., hope for success and fear of failure) and need for cognition were examined. Overall, 476 adolescents (t1 : Mage = 16.43, SD = 0.55; 51.3% girls) from Germany participated. RESULTS Second-order latent growth models indicated that fluid intelligence predicted a steeper growth in hope for success (β = .40), but was unrelated to change in the other investment traits. Crystallized intelligence had no effects on the investment traits under study. CONCLUSIONS The results contribute to the research on the bidirectionality of intelligence and investment traits and add to our understanding of personality development from mid to late adolescence. Specifically, they underline the importance of nurturing hope for success especially in individuals with lower intelligence, but also show that support for the environmental success hypothesis seems to be limited to certain investment traits.
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Affiliation(s)
| | - Anke Hufer-Thamm
- Department of Psychology, TU Dortmund University, Dortmund, Germany
| | | | - Maike Luhmann
- Department of Psychology, Ruhr University Bochum, Bochum, Germany
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19
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Kretzschmar A, Wagner L, Gander F, Hofmann J, Proyer RT, Ruch W. Character strengths and fluid intelligence. J Pers 2022; 90:1057-1069. [PMID: 35303763 PMCID: PMC9790612 DOI: 10.1111/jopy.12715] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Revised: 02/28/2022] [Accepted: 03/04/2022] [Indexed: 12/30/2022]
Abstract
OBJECTIVE Research on the associations between cognitive and noncognitive personality traits has widely neglected character strengths, that means positively and morally valued personality traits that constitute good character. METHOD The present study aimed to bridge this gap by studying the associations between character strengths and fluid intelligence using different operationalizations of character strengths (including self- and informant-reports) and fluid intelligence in children, adolescents, and adults. RESULTS The results, based on four samples (N = 193/290/330/324), suggested that morally valued personality traits are independent of fluid intelligence, with the exception of love of learning, which showed small but robust positive relationships with fluid intelligence across all samples. CONCLUSIONS Nonetheless, we argue for further research on the associations with other cognitive abilities and interactions between character strengths and intelligence when examining their relationships with external criteria.
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Affiliation(s)
| | - Lisa Wagner
- Department of PsychologyUniversity of ZurichZurichSwitzerland,Jacobs Center for Productive Youth DevelopmentUniversity of ZurichZurichSwitzerland
| | - Fabian Gander
- Department of PsychologyUniversity of BaselBaselSwitzerland
| | - Jennifer Hofmann
- Department of Applied PsychologyUniversity of Applied Sciences ZurichZurichSwitzerland
| | - René T. Proyer
- Department of PsychologyMartin‐Luther University Halle‐WittenbergHalleGermany
| | - Willibald Ruch
- Department of PsychologyUniversity of ZurichZurichSwitzerland
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20
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Macke L, de León F, Hermansson T, Kajonius P. An Investigation of the Relationship between Personality, Cognitive Ability, and Work Engagement in Intellectually Gifted Individuals. J Intell 2022; 10:100. [PMID: 36412780 PMCID: PMC9680218 DOI: 10.3390/jintelligence10040100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 11/04/2022] [Accepted: 11/08/2022] [Indexed: 11/11/2022] Open
Abstract
Do personality traits in highly intelligent individuals relate to their work engagement? Seemingly little is known about the relationship between personality and work engagement for gifted individuals. In what may be the first study to do so, a Swedish Mensa sample (n = 353) was explored with a two-part aim: to assess psychometric personality properties and to investigate the relationship between personality traits (Mini-IPIP6) and work engagement (UWES-9). The results of the Mensa members and the Mturk sample (1.4 SD lower in cognitive ability based on ICAR-16) were compared using a confirmatory factor analysis (CFA) and a regression. The findings indicated that the Mensa sample had higher openness (d = .50) and honesty-humility (d = .65) and that personality traits were similarly related to work engagement in both groups, with the exception that neither openness nor honesty-humility were related to work engagement in the Mensa sample. The characteristics of intellectually gifted individuals are further discussed.
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Affiliation(s)
- Lindsey Macke
- Department of Psychology, Lund University, 221 00 Lund, Sweden
| | - Flor de León
- Department of Psychology, Lund University, 221 00 Lund, Sweden
| | | | - Petri Kajonius
- Department of Psychology, Lund University, 221 00 Lund, Sweden
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21
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Hansen K, Johannsen M, Langemeyer L, Krüger N. What Is Mathematical Giftedness? Associations with Intelligence, Openness, and Need for Cognition. J Intell 2022; 10:94. [PMID: 36412774 PMCID: PMC9680489 DOI: 10.3390/jintelligence10040094] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 08/31/2022] [Accepted: 10/27/2022] [Indexed: 11/06/2022] Open
Abstract
It is common practice in the educational system to foster high mathematical abilities in schools as well as in specific promotional programs. Still, little is known about the construct of mathematical giftedness itself. In line with intellectual investment theories, our study investigates the relationship between fluid intelligence (figural and numerical), openness, and the need for cognition with mathematical abilities. The current study is based on a sample (N = 115) of seventh graders participating in the application process for a promotion program. The results of our regression analyses show a positive link between fluid intelligence and mathematical abilities. However, neither the association with openness nor the need for cognition reached significance, emphasizing the importance of cognitive abilities for mathematical giftedness. Limitations and further directions are discussed.
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Affiliation(s)
- Kaja Hansen
- Department Differential Psychology and Psychological Assessment, Institute of Psychology, University of Hamburg, 20146 Hamburg, Germany
| | - Mieke Johannsen
- Educational Psychology and Personality Development, Institute of Psychology, University of Hamburg, 20146 Hamburg, Germany
| | - Laura Langemeyer
- Department Differential Psychology and Psychological Assessment, Institute of Psychology, University of Hamburg, 20146 Hamburg, Germany
| | - Nina Krüger
- Department Differential Psychology and Psychological Assessment, Institute of Psychology, University of Hamburg, 20146 Hamburg, Germany
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22
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Intelligence subcomponents and their relationship to general knowledge. JOURNAL OF CULTURAL COGNITIVE SCIENCE 2022. [DOI: 10.1007/s41809-022-00113-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
Abstract
AbstractResearch on the different components of fluid intelligence and how they relate to each other is quite extensive. Meanwhile, when it comes to crystallized intelligence, only vocabulary size has been somewhat thoroughly studied, while other key components, such as general knowledge, remain largely unexplored. This study aims to further our understanding of general knowledge as a key component of crystallized intelligence, and of general intelligence as a whole, by exploring how it is influenced by other components of intelligence. To that end, we had 90 participants complete an extensive general knowledge questionnaire, as well as several tests aimed at measuring various components of intelligence, and computed linear regressions to examine how these various components influence general knowledge scores. Our results reveal that, even though general intelligence is able to predict general knowledge scores, only some specific components of intelligence have a direct positive impact on general knowledge. These findings are discussed in regard to intellectual investment theories on the relationship between fluid and crystallized intelligence.
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23
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Intelligence IS Cognitive Flexibility: Why Multilevel Models of Within-Individual Processes Are Needed to Realise This. J Intell 2022; 10:jintelligence10030049. [PMID: 35997405 PMCID: PMC9397005 DOI: 10.3390/jintelligence10030049] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/05/2022] [Revised: 07/22/2022] [Accepted: 07/26/2022] [Indexed: 11/24/2022] Open
Abstract
Despite substantial evidence for the link between an individual’s intelligence and successful life outcomes, questions about what defines intelligence have remained the focus of heated dispute. The most common approach to understanding intelligence has been to investigate what performance on tests of intellect is and is not associated with. This psychometric approach, based on correlations and factor analysis is deficient. In this review, we aim to substantiate why classic psychometrics which focus on between-person accounts will necessarily provide a limited account of intelligence until theoretical considerations of within-person accounts are incorporated. First, we consider the impact of entrenched psychometric presumptions that support the status quo and impede alternative views. Second, we review the importance of process-theories, which are critical for any serious attempt to build a within-person account of intelligence. Third, features of dynamic tasks are reviewed, and we outline how static tasks can be modified to target within-person processes. Finally, we explain how multilevel models are conceptually and psychometrically well-suited to building and testing within-individual notions of intelligence, which at its core, we argue is cognitive flexibility. We conclude by describing an application of these ideas in the context of microworlds as a case study.
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24
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Interest-Ability Profiles: An Integrative Approach to Knowledge Acquisition. J Intell 2022; 10:jintelligence10030043. [PMID: 35893274 PMCID: PMC9326565 DOI: 10.3390/jintelligence10030043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Revised: 06/28/2022] [Accepted: 07/13/2022] [Indexed: 02/01/2023] Open
Abstract
Cognitive abilities and interests both play an important role in guiding knowledge acquisition, but most previous studies have examined them separately. The current study used a large and representative dataset to integrate interests and abilities using a person-centered approach that examines how distinct profiles of interests and abilities relate to individual strengths and weaknesses in knowledge. Two key findings emerged. First, eight interest–ability profiles were generated from Latent Profile Analysis (LPA), which replicated and extended the interrelations of interests and abilities found in previous studies using variable-centered approaches. Second, each profile’s strongest knowledge scores corresponded to their strongest abilities and interests, highlighting the importance of interest–ability profiles for guiding the development of knowledge. Importantly, in some domains, the lower ability profiles were actually more knowledgeable than higher ability profiles. Overall, these findings suggest that people learn best when given opportunities to acquire knowledge relevant to both their interests and abilities. We discuss how interest–ability profiles inform integrative theories of psychological development and present implications for education and career development.
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25
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Hartung FM, Thieme P, Wild-Wall N, Hell B. Being Snoopy and Smart. JOURNAL OF INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1027/1614-0001/a000372] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. Curiosity is a basic driver for learning and development. It has been conceptualized as a desire for new information and knowledge that motivates people to explore their physical and social environment. This raises the question of whether curiosity facilitates the acquisition of knowledge. The present study ( N = 100) assessed epistemic curiosity and general knowledge as well as fluid intelligence (i.e., reasoning ability, processing speed, memory) in a student sample. The results indicate that epistemic curiosity is moderately related to knowledge ( r = .24) and reasoning ability ( r = .30). None of the fluid intelligence measures did moderate the relationship between curiosity and knowledge (interaction terms β < |.08|). Rather, reasoning ability mediated the relationship between epistemic curiosity and general knowledge (indirect effect: β = .10, p < .05). The findings suggest that epistemic curiosity facilitates the acquisition of knowledge by promoting reasoning. One might speculate that epistemically curious individuals enrich their environment, which in turn enhances their cognitive ability.
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Affiliation(s)
- Freda-Marie Hartung
- Department of Psychology, Rhine-Waal University of Applied Sciences, Kamp-Lintfort, Germany
| | - Pia Thieme
- Department of Psychology, Rhine-Waal University of Applied Sciences, Kamp-Lintfort, Germany
| | - Nele Wild-Wall
- Department of Psychology, Rhine-Waal University of Applied Sciences, Kamp-Lintfort, Germany
| | - Benedikt Hell
- Institute Humans in Complex Systems, University of Applied Sciences and Arts Northwestern Switzerland, Olten, Switzerland
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26
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Rusche MM, Ziegler M. The interplay between domain-specific knowledge and selected investment traits across the life span. INTELLIGENCE 2022. [DOI: 10.1016/j.intell.2022.101647] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022]
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Fluid Intelligence and Competence Development in Secondary Schooling: No Evidence for a Moderating Role of Conscientiousness. J Intell 2022; 10:jintelligence10020027. [PMID: 35645236 PMCID: PMC9149944 DOI: 10.3390/jintelligence10020027] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2022] [Revised: 04/14/2022] [Accepted: 04/25/2022] [Indexed: 12/10/2022] Open
Abstract
Fluid intelligence and conscientiousness are important predictors of students’ academic performance and competence gains. Although their individual contributions have been widely acknowledged, less is known about their potential interplay. Do students profit disproportionately from being both smart and conscientious? We addressed this question using longitudinal data from two large student samples of the German National Educational Panel Study. In the first sample, we analyzed reading and mathematics competencies of 3778 fourth graders (Mage = 9.29, 51% female) and gains therein until grade 7. In the second sample, we analyzed the same competencies in 4942 seventh graders (Mage = 12.49, 49% female) and gains therein until grade 9. The results of (moderated) latent change score models supported fluid intelligence as the most consistent predictor of competence levels and gains, whereas conscientiousness predicted initial competence levels in mathematics and reading as well as gains in mathematics (but not reading) only in the older sample. There was no evidence for interaction effects between fluid intelligence and conscientiousness. We found only one statistically significant synergistic interaction in the older sample for gains in reading competence, which disappeared when including covariates. Although our findings point to largely independent effects of fluid intelligence and conscientiousness on competence gains, we delineate avenues for future research to illuminate their potential interplay.
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28
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Beyond Competencies: Associations between Personality and School Grades Are Largely Independent of Subject-Specific and General Cognitive Competencies. J Intell 2022; 10:jintelligence10020026. [PMID: 35645235 PMCID: PMC9149965 DOI: 10.3390/jintelligence10020026] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Revised: 03/31/2022] [Accepted: 04/25/2022] [Indexed: 01/23/2023] Open
Abstract
The Big Five personality traits are established predictors of school grades. However, the mechanisms underlying these associations are not yet well understood. Effects of personality on grades might arise because behavioral tendencies facilitate learning and increase subject-specific competencies. Alternatively, personality effects on grades might be independent of cognitive competencies and reflect otherwise valued behaviors or teachers’ grading practices. In the current study, we drew on large-scale data of 7th and 9th graders in Germany to explore the extent to which personality predicted grades even after accounting for competencies. Controlling for competencies and other key covariates, we cross-sectionally and longitudinally examined personality–grade associations across different school subjects, grade levels, and school types. Results indicate that the predictive power of personality is largely independent of subject-specific and general cognitive competencies. The largest effects emerged for conscientiousness. For openness, associations with grades partly overlapped with competencies, suggesting that openness may operate by fostering competencies. Overall, our results suggest that the associations between personality and grades unfold mostly independently of course mastery. This finding underlines the socioemotional value of personality in the classroom and encourages a more fine-grained view of the interplay between personality, competencies, classroom behavior, and grades.
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Mussel P. Processes Underlying the Relation between Cognitive Ability and Curiosity with Academic Performance: A Mediation Analysis for Epistemic Behavior in a Five-Year Longitudinal Study. J Intell 2022; 10:23. [PMID: 35466236 PMCID: PMC9036222 DOI: 10.3390/jintelligence10020023] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2022] [Revised: 03/25/2022] [Accepted: 04/06/2022] [Indexed: 02/05/2023] Open
Abstract
Cognitive ability and curiosity are significant predictors of academic achievement; yet the processes underlying these relations are not well understood. I drew on ideas from the environmental enrichment hypothesis and the differential preservation hypothesis and hypothesized that epistemic behavior acts as a mediator. Longitudinal data were collected from 1964 individuals in three waves, spanning five years: cognitive ability and curiosity were assessed at time 1; epistemic behavior at time 2; at time 3, grade point average and highest degree of both secondary and tertiary academic education (if applicable) were obtained retrospectively via self-report. I found expected bivariate relations between all study variables, including a significant relation between cognitive ability and curiosity and significant relations of both of these variables with secondary academic performance. Epistemic behavior was related to curiosity and academic performance but, at odds with the hypothesis, did not mediate the relation between cognitive and personality variables and academic performance. It is concluded that the process underlying the behavioral consequences of cognitive ability and curiosity is not environmental enrichment.
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Affiliation(s)
- Patrick Mussel
- Division for Personality Psychology and Psychological Assessment, Freie Universität Berlin, Habelschwerdter Allee 45, 14195 Berlin, Germany
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30
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Getting better scholastic performance: Should students be smart, curious, interested, or both? PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2021.111481] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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31
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Blömeke S, Jenßen L, Eid M. The Role of Intelligence and Self-Concept for Teachers’ Competence. J Intell 2022; 10:jintelligence10020020. [PMID: 35466233 PMCID: PMC9036250 DOI: 10.3390/jintelligence10020020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2022] [Revised: 03/12/2022] [Accepted: 03/24/2022] [Indexed: 12/04/2022] Open
Abstract
Research on intelligence and competence has developed widely independent of each other. The present paper aims at relating these traditions and at integrating the dominant models to fill gaps in the respective theories. We test the structural models derived from this integration in a series of confirmatory factor analyses and a latent moderated structural equations approach using teachers as an example. The data reveal that both fluid intelligence (gf) and domain-specific knowledge affect teachers’ ability to solve the domain-specific items. Teachers’ academic self-concept related to mathematics explains individual differences beyond gf. An interaction effect between gf and self-concept exists for teachers’ pedagogical content and general pedagogical knowledge, but not for their mathematics knowledge. This finding indicates that a positive self-concept cannot compensate for a lack of gf, but it supports the acquisition of domain-specific knowledge in case of high gf, probably because it facilitates overcoming challenges.
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Affiliation(s)
- Sigrid Blömeke
- Centre for Educational Measurement (CEMO), University of Oslo, P.O. Box 1161, Blindern, 0318 Oslo, Norway
- Correspondence:
| | - Lars Jenßen
- Department of Primary Mathematics Education, Humboldt-Universität zu Berlin, Unter den Linden 6, 10099 Berlin, Germany;
| | - Michael Eid
- Department of Education and Psychology, Freie Universität Berlin, Habelschwerdter Allee 45, 14195 Berlin, Germany;
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Ackermann AL, Strobel A, Rindermann H. Kognitives Training mit Kindern: Die Bedeutung von Need for Cognition. ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE 2022. [DOI: 10.1024/1010-0652/a000340] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Die vorliegende Studie prüft, inwieweit Klauersche Trainings zur Förderung des (induktiven) Denkens und ihre Wirkung auf kognitive Fähigkeiten mit Need for Cognition (NFC; die Motivation und Freude, kognitive Anstrengungen zu erbringen) zusammenhängen. Es wurde bei 145 (121 final) Vorschul- und Erstklassenkindern (Alter 6 bis 7 Jahre) für das Klauersche Denktraining Keiner ist so schlau wie ich (KISSWI) untersucht, welcher Zusammenhang zwischen NFC sowie dem nachfolgenden kognitiven Trainingseffekt besteht und inwieweit sich die NFC-Ausprägung während des Trainings ändert. Insgesamt fand sich ein Zusammenhang von r = .22 zwischen der Prätestausprägung von NFC und kognitiver Fähigkeitssteigerung während des Trainings sowie ein kleiner positiver Effekt des Denktrainings auf die NFC-Entwicklung von Prä- zu Posttest ( d = 0.21). Auf Intelligenz (CFT-1) zeigte das Denktraining einen kleinen Effekt (Prä- zu Posttest d = 0.39). Die Ergebnisse liefern erste Hinweise auf Wechselwirkungen von NFC mit Klauerschen Denktrainings und damit auch auf die Bedeutung interindividueller Unterschiede von Trainierten für die Wirksamkeit kognitiver Trainings. >Σ: 150 Wörter.
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Wang X, Zhuang K, Li Z, Qiu J. The functional connectivity basis of creative achievement linked with openness to experience and divergent thinking. Biol Psychol 2021; 168:108260. [PMID: 34979153 DOI: 10.1016/j.biopsycho.2021.108260] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2021] [Revised: 12/29/2021] [Accepted: 12/30/2021] [Indexed: 01/21/2023]
Abstract
Openness to experience and divergent thinking are considered to be critical in real-life creative achievement. However, there is still a lack of neural evidence to explain how creative achievement is related to openness to experience and divergent thinking. Here, a structural equation model and resting-state functional connectivity were used to investigate their relationships in college students. The structural equation model results repeatedly showed that openness to experience and divergent thinking are positively associated with creative achievement, and the resting-state functional connectivity results showed that openness to experience and divergent thinking were both correlated with the attention network and default mode network. However, openness to experience was also correlated with the primary sensorimotor network and frontoparietal control network. Mediation models further corroborated this result. Collectively, these findings support previous works and further indicate that different neural bases may underlie the associations of creative achievement with openness to experience and divergent thinking.
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Affiliation(s)
- Xueyang Wang
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing 400715, China; School of Psychology, Southwest University (SWU), Chongqing 400715, China
| | - Kaixiang Zhuang
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing 400715, China; School of Psychology, Southwest University (SWU), Chongqing 400715, China
| | - Zhenyu Li
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing 400715, China; School of Psychology, Southwest University (SWU), Chongqing 400715, China
| | - Jiang Qiu
- Key Laboratory of Cognition and Personality (SWU), Ministry of Education, Chongqing 400715, China; School of Psychology, Southwest University (SWU), Chongqing 400715, China; Southwest University Branch, Collaborative Innovation Center of Assessment Toward Basic Education Quality at Beijing Normal University, China.
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Sorjonen K, Wallin AS, Falkstedt D, Melin B. Personality trait by intelligence interaction effects on grades tend to be synergistic. BMC Psychol 2021; 9:202. [PMID: 34963473 PMCID: PMC8715614 DOI: 10.1186/s40359-021-00708-1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2021] [Accepted: 12/20/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Earlier research has identified both synergistic and compensatory personality traits by intelligence interaction effects on academic performance. METHODS The present study employed data on intelligence, personality traits, and academic performance in the 1997 National Longitudinal Survey of Youth (NLSY97, N = 8984). RESULTS Some intelligence by personality trait interaction effects, mainly involving indicators of dependability, on high school grades were identified. The interaction effects tended to be synergistic, meaning that the association between the trait and grades tended to strengthen with increased intelligence. A positive association between intelligence and the reliability in the measurement of a dependability composite score accounted for a substantial portion of the synergistic dependability by intelligence interaction effect on academic performance. CONCLUSIONS Personality trait by intelligence interaction effects on academic performance tend to be synergistic and may, at least to some degree, be due to a positive association between intelligence and reliability in the measurement of personality traits.
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Affiliation(s)
- Kimmo Sorjonen
- Division of Psychology, Department of Clinical Neuroscience, Karolinska Institutet, 171 77, Stockholm, Sweden.
| | - Alma Sörberg Wallin
- Department of Global Public Health, Karolinska Institutet, Stockholm, Sweden
| | - Daniel Falkstedt
- Institute of Environmental Medicine, Karolinska Institutet, Stockholm, Sweden
| | - Bo Melin
- Division of Psychology, Department of Clinical Neuroscience, Karolinska Institutet, 171 77, Stockholm, Sweden
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Stieger M, Liu Y, Graham EK, DeFrancisco J, Lachman ME. Personality Change Profiles and Changes in Cognition Among Middle-Aged and Older Adults. JOURNAL OF RESEARCH IN PERSONALITY 2021; 95. [PMID: 34949898 DOI: 10.1016/j.jrp.2021.104157] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Research on the relationship between personality traits and cognitive abilities has primarily used cross-sectional designs and considered personality traits individually in relation to cognitive dimensions. This study (N = 2,652) examined the relationship between Big Five personality change profiles and change in cognitive factors, episodic memory and executive functioning. Latent profile analysis was used to capture patterns of change across the Big Five traits. Three profiles of personality change were defined: Decreasers, Maintainers, and Increasers. The Decreasers declined more in episodic memory compared to the Increasers and Maintainers. Also, the Decreasers declined more in executive functioning compared to the Increasers, but not the Maintainers. The findings advance our understanding of the links between patterns of personality change and cognitive aging.
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Jolić Marjanović Z, Altaras Dimitrijević A, Protić S, Mestre JM. The Role of Strategic Emotional Intelligence in Predicting Adolescents' Academic Achievement: Possible Interplays with Verbal Intelligence and Personality. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph182413166. [PMID: 34948776 PMCID: PMC8701066 DOI: 10.3390/ijerph182413166] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/01/2021] [Revised: 12/08/2021] [Accepted: 12/10/2021] [Indexed: 11/16/2022]
Abstract
As recent meta-analyses confirmed that emotional intelligence (EI), particularly strategic EI, adjoins intelligence and personality in predicting academic achievement, we explored possible arrangements in which these predictors affect the given outcome in adolescents. Three models, with versions including either overall strategic EI or its branches, were considered: (a) a mediation model, whereby strategic EI partially mediates the effects of verbal intelligence (VI) and personality on achievement; the branch-level version assumed that emotion understanding affects achievement in a cascade via emotion management; (b) a direct effects model, with strategic EI/branches placed alongside VI and personality as another independent predictor of achievement; and (c) a moderation model, whereby personality moderates the effects of VI and strategic EI/branches on achievement. We tested these models in a sample of 227 students (M = 16.50 years) and found that both the mediation and the direct effects model with overall strategic EI fit the data; there was no support for a cascade within strategic EI, nor for the assumption that personality merely moderates the effects of abilities on achievement. Principally, strategic EI both mediated the effects of VI and openness, and independently predicted academic achievement, and it did so through emotion understanding directly, "skipping" emotion management.
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Affiliation(s)
- Zorana Jolić Marjanović
- Department of Psychology, Faculty of Philosophy, University of Belgrade, 11000 Belgrade, Serbia;
- Correspondence: (Z.J.M.); (J.M.M.)
| | - Ana Altaras Dimitrijević
- Department of Psychology, Faculty of Philosophy, University of Belgrade, 11000 Belgrade, Serbia;
- Institute for Educational Psychology “Rosa & David Katz”, Faculty of Philosophy, University of Rostock, 18051 Rostock, Germany
| | - Sonja Protić
- Institute for Criminological and Sociological Research, 11000 Belgrade, Serbia;
- International Psychoanalytic University, 10555 Berlin, Germany
| | - José M. Mestre
- University Institute of Social and Sustainable Development (INDESS), University of Cádiz, 11405 Jerez de la Frontera, Spain
- Department of Psychology, University of Cádiz, 11519 Puerto Real, Spain
- Correspondence: (Z.J.M.); (J.M.M.)
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Ganzach Y. Antecedents of Interest and the Investment of Fluid Intelligence in the Formation of Crystalized Intelligence. Front Psychol 2021; 12:679504. [PMID: 34671284 PMCID: PMC8521038 DOI: 10.3389/fpsyg.2021.679504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/11/2021] [Accepted: 08/30/2021] [Indexed: 11/27/2022] Open
Abstract
Most of the studies of the effects of fluid intelligence and non-cognitive characteristics on crystalized intelligence examined additive effects. The results of the few studies that examined interactive effects are inconsistent. Some find a positive (facilitating) interaction and some find a negative (compensatory) interaction. We improve on these previous studies by examining non-cognitive characteristics that were not studied before and by using a very large representative sample (n = 11,266). We find a positive/facilitating interaction. We discuss the implication of these results to theories about the joint effect of fluid intelligence and non-cognitive characteristics on crystalized intelligence.
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Affiliation(s)
- Yoav Ganzach
- Ariel University, Ariel, Israel
- The Department of Economic and Business Administration, Tel Aviv University, Tel Aviv, Israel
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Rozgonjuk D, Schmitz F, Kannen C, Montag C. Cognitive ability and personality: Testing broad to nuanced associations with a smartphone app. INTELLIGENCE 2021. [DOI: 10.1016/j.intell.2021.101578] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Gärtner A, Grass J, Wolff M, Goschke T, Strobel A, Strobel A. No relation of Need for Cognition to basic executive functions. J Pers 2021; 89:1113-1125. [PMID: 33866562 DOI: 10.1111/jopy.12639] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Revised: 02/26/2021] [Accepted: 04/09/2021] [Indexed: 01/21/2023]
Abstract
OBJECTIVE Need for Cognition (NFC) refers to a personality trait describing the relatively stable intrinsic motivation of individuals to invest cognitive effort in cognitive endeavors. Higher NFC is associated with a more elaborated, central information processing style and increased recruitment of resources in cognitively demanding situations. To further clarify the association between cognitive resources and NFC, we examined in two studies how NFC relates to executive functions as basic cognitive abilities. METHOD In Study 1, 189 healthy young adults completed an NFC scale and a battery of six commonly used inhibitory control tasks (Stroop, antisaccade, stop-signal, flanker, shape-matching, word-naming). In Study 2, 102 healthy young adults completed the NFC scale and two tasks for each of the three executive functions inhibitory control (go-nogo, stop-signal), shifting (number-letter, color-shape), and working memory updating (two-back, letter-memory). RESULTS Using a Bayesian approach to correlation analysis, we found no conclusive evidence that NFC was related to any executive function measure. Instead, we obtained even moderate evidence for the null hypothesis. CONCLUSIONS Both studies add to more recent findings that shape the understanding of NFC as a trait that is less characterized by increased cognitive control abilities but rather by increased willingness to invest effort and exert self-control via motivational processes.
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Affiliation(s)
- Anne Gärtner
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
| | - Julia Grass
- Department of Psychology, Chemnitz University of Technology, Chemnitz, Germany
| | - Max Wolff
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany.,Department of Psychiatry and Psychotherapy, Technische Universität Dresden, Germany
| | - Thomas Goschke
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
| | - Anja Strobel
- Department of Psychology, Chemnitz University of Technology, Chemnitz, Germany
| | - Alexander Strobel
- Faculty of Psychology, Technische Universität Dresden, Dresden, Germany
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40
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Sternberg RJ, Glaveanu V, Karami S, Kaufman JC, Phillipson SN, Preiss DD. Meta-Intelligence: Understanding, Control, and Interactivity between Creative, Analytical, Practical, and Wisdom-Based Approaches in Problem Solving. J Intell 2021; 9:19. [PMID: 33918262 PMCID: PMC8167591 DOI: 10.3390/jintelligence9020019] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2020] [Revised: 02/18/2021] [Accepted: 03/29/2021] [Indexed: 11/16/2022] Open
Abstract
A deeper understanding of the processes leading to problem framing and behind finding solutions to problems should help explain variability in the quality of the solutions to those problems. Using Sternberg's WICS model as the conceptual basis of problem solving, this article discusses the relations between creative, analytical, practical, and wisdom-based approaches as bases for solutions to problems. We use a construct of meta-intelligence to encompass understanding, control, and coordination between these constructs. We propose that constraints can act at each of three levels-individual, contextual, and interactive. Individual constraints include the metacomponents (executive processes) that underpin each of the four kinds of solutions. Contextual constraints direct which of the four approaches are preferred under what circumstances. Finally, interactive constraints involve individual and contextual constraints directly impacting each other's actions. The model of meta-intelligence and its functioning helps to explain the variability in the ways that individuals frame problems and, as a consequence, in the solutions that are found. The model of meta-intelligence also helps explain why some solutions to problems are so much more comprehensive, and often better, than others.
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Affiliation(s)
| | - Vlad Glaveanu
- Department of Psychology and Counselling, Webster University Geneva, 1293 Bellevue, Switzerland;
- Centre for the Science of Learning and Technology, University of Bergen, 5007 Bergen, Norway
| | - Sareh Karami
- Educational Psychology Faculty, Mississippi State University, Starkville, MS 39762, USA;
| | - James C. Kaufman
- Neag School of Education, University of Connecticut, Storrs, CT 06269, USA;
| | - Shane N. Phillipson
- Faculty of Education, Peninsula Campus, Monash University, Frankston 3199, Australia;
| | - David D. Preiss
- Escuela de Psicología, Pontificia Universidad Católica de Chile, Macul, Santiago 7820436, Chile;
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42
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Wettstein M, Tauber B, Wahl HW. Associations Between Cognitive Abilities and 20-Year Personality Changes in Older Adults in the ILSE Study: Does Health Matter? J Gerontol B Psychol Sci Soc Sci 2020; 75:1206-1218. [PMID: 30590747 DOI: 10.1093/geronb/gby155] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2018] [Accepted: 12/21/2018] [Indexed: 11/14/2022] Open
Abstract
OBJECTIVES We used data from the Interdisciplinary Longitudinal Study on Adult Development (ILSE study) to investigate whether associations of cognitive abilities with late-life personality changes are moderated by individuals' physical health. METHOD Individuals born between 1930 and 1932 (n = 473; mean baseline age: 62.87 years) were assessed up to four times over a period of about 20 years (M = 20.34 years). Cognitive abilities were assessed based on multiple tests representing various cognitive functions. In addition, the Big Five personality traits were measured. Study participants' health was rated by a physician based on several in-depth medical examinations. RESULTS Health appeared as a significant moderator of the associations between cognitive abilities and personality trajectories: First, lower cognitive abilities were associated with an increase in neuroticism in individuals with poor health, but not in those with good health. Second, lower cognitive abilities were related with an increase in agreeableness in older adults with good health, but with a decrease in agreeableness among those with poor health. Third, better cognitive abilities were associated with stability in conscientiousness, but only among individuals with poorer health. DISCUSSION Our findings suggest that once health is compromised, cognitive abilities may become a compensatory resource to prevent undesirable personality changes.
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Affiliation(s)
| | - Benjamin Tauber
- Institute of Psychology, Department of Psychological Aging Research, Heidelberg University, Germany
| | - Hans-Werner Wahl
- Institute of Psychology, Department of Psychological Aging Research, Heidelberg University, Germany
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43
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Simon SS, Lee S, Stern Y. Personality-cognition associations across the adult life span and potential moderators: Results from two cohorts. J Pers 2020; 88:1025-1039. [PMID: 32199032 PMCID: PMC7484019 DOI: 10.1111/jopy.12548] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2019] [Revised: 03/15/2020] [Accepted: 03/16/2020] [Indexed: 12/27/2022]
Abstract
OBJECTIVE Personality and cognitive abilities have been previously linked. However, there are inconsistencies regarding whether this relationship varies as a function of age, and a lack of evidence on whether gender contributes to this relation, particularly across the adulthood. Therefore, this study investigated the association between personality and cognition across the adult life span, accounting for age and gender. METHODS We examined the association between personality and cognition in two large samples (Sample 1: N = 422; Sample 2: N = 549) including young, middle-aged and older adults. Participants completed personality scales and several cognitive measures related to reasoning, language, memory and speed of processing. Structural equation modeling was applied in order to investigate associations between personality and cognition, and moderation of age and gender within this relationship. We also conducted a mini-meta-analysis procedure in order to examine personality-cognition associations, combining results from the two samples. RESULTS Openness was the main trait associated with cognitive performance; however, Extraversion, Conscientiousness, and Neuroticism were also independently associated with cognition. Age and gender did not consistently moderate personality-cognition in each sample, but the mini-metanalysis showed that gender moderated Conscientiousness-cognition associations. CONCLUSIONS We provided robust evidence of personality-cognition associations across the adult life span, which was not consistently moderated by age, but in part by gender.
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Affiliation(s)
- Sharon S Simon
- Cognitive Neuroscience Division, Department of Neurology, Columbia University, New York, NY, USA
| | - Seonjoo Lee
- Department of Biostatistics, Mailman School of Public Health, Columbia University, New York, NY, USA
| | - Yaakov Stern
- Cognitive Neuroscience Division, Department of Neurology, Columbia University, New York, NY, USA
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44
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Preckel F, Golle J, Grabner R, Jarvin L, Kozbelt A, Müllensiefen D, Olszewski-Kubilius P, Schneider W, Subotnik R, Vock M, Worrell FC. Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research. PERSPECTIVES ON PSYCHOLOGICAL SCIENCE 2020; 15:691-722. [DOI: 10.1177/1745691619895030] [Citation(s) in RCA: 27] [Impact Index Per Article: 5.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Achievement in different domains, such as academics, music, or visual arts, plays a central role in all modern societies. Different psychological models aim to describe and explain achievement and its development in different domains. However, there remains a need for a framework that guides empirical research within and across different domains. With the talent-development-in-achievement-domains (TAD) framework, we provide a general talent-development framework applicable to a wide range of achievement domains. The overarching aim of this framework is to support empirical research by focusing on measurable psychological constructs and their meaning at different levels of talent development. Furthermore, the TAD framework can be used for constructing domain-specific talent-development models. With examples for the application of the TAD framework to the domains of mathematics, music, and visual arts, the review provided supports the suitability of the TAD framework for domain-specific model construction and indicates numerous research gaps and open questions that should be addressed in future research.
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Affiliation(s)
| | - Jessika Golle
- Hector Research Institute of Education Sciences and Psychology, University of Tuebingen
| | | | | | - Aaron Kozbelt
- Department of Psychology, Brooklyn College, City University of New York
| | | | - Paula Olszewski-Kubilius
- Center for Talent Development and School of Education and Social Policy, Northwestern University
| | | | - Rena Subotnik
- Center for Psychology in Schools and Education, American Psychological Association, Washington, DC
| | - Miriam Vock
- Department of Educational Sciences, University of Potsdam
| | - Frank C. Worrell
- Graduate School of Education, University of California, Berkeley
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Lechner CM, Miyamoto A, Knopf T. Should students be smart, curious, or both? Fluid intelligence, openness, and interest co-shape the acquisition of reading and math competence. INTELLIGENCE 2019. [DOI: 10.1016/j.intell.2019.101378] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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Tetzner J, Becker M, Brandt ND. Personality-achievement associations in adolescence-examining associations across grade levels and learning environments. J Pers 2019; 88:356-372. [PMID: 31173368 DOI: 10.1111/jopy.12495] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2018] [Revised: 05/28/2019] [Accepted: 05/31/2019] [Indexed: 11/30/2022]
Abstract
OBJECTIVE This study examined associations between the five-factor personality traits and indicators of academic achievement (grades and test scores). A particular aim was to investigate whether personality-achievement associations differ between primary and secondary educational contexts and whether these differences vary between differential learning environments, that is academic versus nonacademic secondary schools. METHOD We used two representative random samples from Germany: N = 3,658 6th graders in their last year of primary school and N = 2,129 9th graders attending different secondary school tracks (n = 566 academic track students; n = 1,563 nonacademic track students). RESULTS First, our results confirmed positive associations between Conscientiousness, Openness, Extraversion, and Agreeableness and academic achievement as well as negative associations between academic achievement and Neuroticism. Second, associations with Conscientiousness were more pronounced for school grades than for test scores. Third, associations were higher for 6th than for 9th graders in the overall sample for all personality traits with the exception of Openness. Fourth, personality-achievement associations differed between academic and nonacademic track students. CONCLUSION In sum, our results suggest the need for an educational stage-specific perspective and contextually sensitive approach when examining personality-achievement associations.
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Affiliation(s)
- Julia Tetzner
- Leibniz Institute for Research and Information in Education, Berlin, Germany.,Leibniz Institute for Science and Mathematics Education, Kiel, Germany
| | - Michael Becker
- Leibniz Institute for Research and Information in Education, Berlin, Germany.,Leibniz Institute for Science and Mathematics Education, Kiel, Germany
| | - Naemi D Brandt
- Leibniz Institute for Research and Information in Education, Berlin, Germany.,Leibniz Institute for Science and Mathematics Education, Kiel, Germany.,University of Hamburg, Hamburg, Germany
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Colom R, Bensch D, Horstmann KT, Wehner C, Ziegler M. Special Issue "The Ability-Personality Integration". J Intell 2019; 7:E13. [PMID: 31242581 PMCID: PMC6631136 DOI: 10.3390/jintelligence7020013] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/02/2019] [Revised: 06/11/2019] [Accepted: 06/19/2019] [Indexed: 11/16/2022] Open
Abstract
Humans display varied behaviors, and scientists put enormous research efforts into finding explanations for them [...].
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Affiliation(s)
- Roberto Colom
- Departamento de Psicología Biológica y Salud, Facultad de Psicología, Universidad Autónoma de Madrid, 28049 Madrid, Spain.
| | - Doreen Bensch
- Institut für Psychologie, Humboldt-Universität zu Berlin, Rudower Chaussee 18, 12489 Berlin, Germany.
| | - Kai T Horstmann
- Institut für Psychologie, Humboldt-Universität zu Berlin, Rudower Chaussee 18, 12489 Berlin, Germany.
| | - Caroline Wehner
- Institut für Psychologie, Humboldt-Universität zu Berlin, Rudower Chaussee 18, 12489 Berlin, Germany.
| | - Matthias Ziegler
- Institut für Psychologie, Humboldt-Universität zu Berlin, Rudower Chaussee 18, 12489 Berlin, Germany.
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Asfar D, Born MP, Oostrom JK, Vugt M. Psychological individual differences as predictors of refugees’ local language proficiency. EUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY 2019. [DOI: 10.1002/ejsp.2592] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Dan Asfar
- Vrije Universiteit Amsterdam Amsterdam The Netherlands
- NOA B.V. Amsterdam The Netherlands
| | - Marise Ph. Born
- Vrije Universiteit Amsterdam Amsterdam The Netherlands
- Erasmus University Rotterdam Rotterdam The Netherlands
- North‐West University Vanderbijlpark South Africa
| | | | - Mark Vugt
- Vrije Universiteit Amsterdam Amsterdam The Netherlands
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50
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Trapp S, Ziegler M. How Openness Enriches the Environment: Read More. Front Psychol 2019; 10:1123. [PMID: 31178785 PMCID: PMC6536890 DOI: 10.3389/fpsyg.2019.01123] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2018] [Accepted: 04/29/2019] [Indexed: 12/01/2022] Open
Abstract
The recently proposed OFCI model and specifically the Environmental Enrichment Hypothesis state that Openness positively influences the development of cognitive abilities (Ziegler et al., 2012). It is assumed that Openness leads to engagement in more learning activities through creating an enriched environment (e.g., reading). However, despite positive evaluations of the OFCI model in general, there is little empirical research on this specific hypothesis. The current paper used a longitudinal design to test the positive impact of Openness on the frequency of reading activities in general and in the specific case of periods of unemployment. PIAAC (Programme for the International Assessment of Adult Competencies) data were used to fit structural equation models. The results show that Openness fosters greater engagement in reading activities over 3 years; a buffering function in case of unemployment could not be found. Theoretical and practical implications are discussed.
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Affiliation(s)
- Stefanie Trapp
- Psychological Diagnostics, Humboldt University of Berlin, Berlin, Germany
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