Personality and Intelligence Interact in the Prediction of Academic Achievement

Personality Psychology

Authors(s) / Creator(s)

Bergold, Sebastian
Steinmayr, Ricarda

Abstract

Personality predicts academic achievement above and beyond intelligence. However, studies investigating possible interaction effects between personality and intelligence when predicting academic achievement are scarce, as is the separate investigation of broad personality factors versus narrow personality facets in this context. Two studies with 11th grade students (Study 1: N = 421; Study 2: N = 243) were conducted to close this research gap. The students completed the Intelligence-Structure-Test 2000 R measuring general reasoning ability, and a well-established personality inventory based on the Five Factor Model. Academic achievement was operationalized via Grade Point Average. Study 1 revealed that Conscientiousness interacted with intelligence when predicting academic achievement: There was a stronger association between intelligence and academic achievement when students scored higher on the Conscientiousness scale. Study 2 confirmed the findings from Study 1 and also found a moderation effect of Neuroticism (stronger association between intelligence and academic achievement with lower values on the Neuroticism scale). Analyses at the facet level revealed much more differentiated results than did analyses at the domain level.

Persistent Identifier

https://doi.org/10.5160/psychdata.srra08pe02

Year of Publication

2018

Funding

Citation

Bergold, S. & Steinmayr, R. (2018). Personality and Intelligence Interact in the Prediction of Academic Achievement (Version 1.0.0) [Data and Documentation]. Trier: Research Data Center at ZPID. https://doi.org/10.5160/psychdata.srra08pe02
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Access Dataset

Study Description

Research Questions/Hypotheses:

We expected an interaction effect between Conscientiousness and intelligence predicting academic achievement.

We investigated in an exploratory approach if interaction effects between other personality traits and intelligence can be found.

Furthermore, we investigated in an exploratory approach, if analyses at the facet level reveal more differentiated results than do analyses at the domain level.

Research Design:

Fully Standardized Survey Instrument (provides question formulation and answer options); single measurement

Measurement Instruments/Apparatus:

Short description of the employed tests:
Study 1: Borkenau, P. & Ostendorf, F. (1993). NEO-Fünf-Faktoren-Inventar nach Costa und McCrae.

  • assessment of Big Five with 12 items (statements) per domain
  • response format: 0 (strong rejection ), 1 (rejection), 2 (neutral), 3 (approval), 4 (strong approval)
  • the research data file srra08pe02_fd1.txt contains the sum scores per domain

Study 1 and 2: Liepmann, D., Beauducel, A., Brocke, B. & Amthauer, R. (2007). Intelligenz-Struktur-Test 2000 R (erweiterte Aufl.).

  • assessment of verbal, numerical and figural reasoning (overall score for reasoning)
  • total of 9 task groups (3 per ability)
  • the research data files srra08pe02_fd1.txt and srra08pe02_fd2.txt contain the overall score for reasoning

Study 2: Ostendorf, F. & Angleitner, A. (2004). NEO Persönlichkeitsinventar nach Costa und McCrae (revidierte Fassung).

  • assessment of Big Five and each of the 6 facets (8 items per facet)
  • response format: 0 (strong rejection ), 1 (rejection), 2 (neutral), 3 (approval), 4 (strong approval)
  • the research data file srra08pe02_fd2.txt contains the sum scores per domain and per facet

Data Collection Method:

  • Group Administration
  • Paper and Pencil

Population:

11th grade students of German secondary schools

Survey Time Period:

Sample:

Convenience sample

Gender Distribution:

Study 1:
49,4 % female subjects (n=208)
50,6 % male subjects (n=213)

Study 2:
44,9 % female subjects (n=109)
55,1 % male subjects (n=134)


Age Distribution: Study 1: 15-18 years; Study 2: 15-18 years

Spatial Coverage (Country/Region/City): Germany/North Rhine-Westphalia and Baden-Württemberg

Subject Recruitment:

The survey took place as part of a job application training at secondary schools. The participants were informed that during the training they got to know instruments that are also used in personnel selection procedures. Participants were offered feedback on their results if they were interested. Only students whose parents had previously given their written consent could attend.

Sample Size:

Study 1: 421 individuals, Study 2: 243 individuals

Return/Drop Out:

Participation rate in both studies was 90%.

srra08pe02_readme.txt
Text file - 3 KB
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Description: Description of the files

srra08pe02_fd1.txt
Text file - 13 KB
MD5: 716c9a8fb8c3346de12bd47cacdc8ff5
Sharing Level 2 (Restricted Scientific Use)
Description: Research data file of study 1

srra08pe02_fd2.txt
Text file - 29 KB
MD5: 1c7b7160e5308bc5defdfeb2c078aba9
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Description: Research data file of study 2

srra08pe02_kb1.txt
Text file - 2 KB
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Description: Codebook of the research data file srra08pe02_fd1.txt (study 1)

srra08pe02_kb2.txt
Text file - 10 KB
Sharing Level 2 (Restricted Scientific Use)
Description: Codebook of the research data file srra08pe02_fd2.txt

Position Name Label Valid Values Missing Values
1 ALTER age 15-18 "Jahre/years" 99 "Fehlender Wert/missing value"
2 SEX Geschlecht 1 "weiblich/female" 2 "männlich/male)" 9 "Fehlender Wert/missing value"
3 SCHLG Schulnotendurchschnitt/Grade Point Average 1-6 "1 = sehr gut/excellent performance; 6 = ungenügend/unsufficient performance" 9 "Fehlender Wert/missing value"
4 GESAMT Intelligence Structure Test 2000 R basic module sum score 60-152 "Summenwert/sum score Allgemeines Reasoning" 999 "Fehlender Wert/missing value"
5 NEO_SK_N_SUM Neuroticism - sum score 2-43 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
6 NEO_SK_E_SUM Extraversion - sum score 8-47 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
7 NEO_SK_O_SUM Openness - sum score 11-46 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
8 NEO_SK_V_SUM Agreeableness - sum score 9-43 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
9 NEO_SK_G_SUM Conscientiousness - sum score 12-47 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
Position Name Label Valid Values Missing Values
1 SEX Geschlecht/Sex 1 "weiblich/female" 2 "männlich/male" 9 "Fehlender Wert/missing value"
2 SCHLGS Schulnotendurchnitt/Grade Point Average 1-6 "1= sehr gut/excellent performance; 6 = ungenügend/unsufficient performance" 9 "Fehlender Wert/missing value"
3 GESAMT Intelligence Structure Test 2000 R basic module sum score 69,0-150,0 "Summenwert/sum score Allgemeines Reasoning" 999 "Fehlender Wert/missing value"
4 NEO_N NEO_N: Neuroticism (Neurotizismus) 47,7381535071-160,0 "Rohpunkte Hauptskala/ domain scores" 999 "Fehlender Wert/missing value"
5 NEO_N1 NEO_N1: Anxiety (Aengstlichkeit) 3-31,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
6 NEO_N2 NEO_N2: Angry Hostility (Reizbarkeit) 4,0-30,0 "Sum score" 99 "Fehlender Wert/missing value"
7 NEO_N3 NEO_N3: Depression (Depression) 0,0-30,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
8 NEO_N4 NEO_N4: Self-Consciousness (Soziale Befangenheit) 6,0-30,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
9 NEO_N5 NEO_N5: Impulsiveness (Impulsivitaet) 8,0-29,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
10 NEO_N6 NEO_N6: Vulnerability (Verletzlichkeit) 2,0-26,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
11 NEO_E NEO_E: Extraversion (Extraversion) 39,0-167,0 "Rohpunkte Hauptskala/ domain scores" 999 "Fehlender Wert/missing value"
12 NEO_E1 NEO_E1: Warmth (Herzlichkeit) 4,0-31,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
13 NEO_E2 NEO_E2: Gregariousness (Geselligkeit) 2,0-32,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
14 NEO_E3 NEO_E3: Assertiveness (Durchsetzungsfähigkeit) 6,0-28,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
15 NEO_E4 NEO_E4: Activity (Aktivität) 8,0-29,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
16 NEO_E5 NEO_E5: Excitement-Seeking (Erlebnishunger) 7,0-31,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
17 NEO_E6 NEO_E6: Positive Emotions (Frohsinn) 3,0-31,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
18 NEO_O NEO_O: Openness to Experience (Offenheit für Erfahrungen) 69-158,0 "Rohpunkte Hauptskala/ domain scores" 999 "Fehlender Wert/missing value"
19 NEO_O1 NEO_O1: Fantasy (Offenheit für Phantasie) 7,0-32,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
20 NEO_O2 NEO_O2: Aesthetics (Offenheit für Ästhetik) 5,0-32,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
21 NEO_O3 NEO_O3: Feelings (Offenheit für Gefühle) 4,0-32,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
22 NEO_O4 NEO_O4: Actions (Offenheit für Handlungen) 8,0-27,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
23 NEO_O5 NEO_O5: Ideas (Offenheit für Ideen) 7,0-32,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
24 NEO_O6 NEO_O6: Values (Offenheit des Werte- und Normensystems) 11,0-26,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
25 NEO_A NEO_A: Agreeableness (Verträglichkeit) 50,0-151,0 "Rohpunkte Hauptskala/ domain scores" 999 "Fehlender Wert/missing value"
26 NEO_A1 NEO_A1: Trust (Vertrauen) 3,0-28,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
27 NEO_A2 NEO_A2: Straightforwardness (Freimütigkeit) 4,0-28,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
28 NEO_A3 NEO_A3: Altruism (Altruismus) 12,0-31,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
29 NEO_A4 NEO_A4: Compliance (Entgegenkommen) 2,0-26,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
30 NEO_A5 NEO_A5: Modesty (Bescheidenheit) 2,0-30,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
31 NEO_A6 NEO_A6: Tender-Mindedness (Gutherzigkeit) 10,0-29,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
32 NEO_C NEO_C: Conscientiousness (Gewissenhaftigkeit) 55,0-158,0 "Rohpunkte Hauptskala/ domain scores" 999 "Fehlender Wert/missing value"
33 NEO_C1 NEO_C1: Competence (Kompetenz) 9,0-29,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
34 NEO_C2 NEO_C2: Order (Ordnungsliebe) 3,0-31,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
35 NEO_C3 NEO_C3: Dutifulness (Pflichtbewusstsein) 8,0-32,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
36 NEO_C4 NEO_C4: Achievement Striving (Leistungsstreben) 10,0-29,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
37 NEO_C5 NEO_C5: Self-Discipline (Selbstdisziplin) 1,0-28,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
38 NEO_C6 NEO_C6: Deliberation (Besonnenheit) 5,0-26,0 "Summenwert/sum score" 99 "Fehlender Wert/missing value"
Page 1 of 4
Items per page: 10 25 50
Utilized Test Methods
Borkenau, P. & Ostendorf, F. (1993). NEO-Fünf-Faktoren-Inventar nach Costa und McCrae. Göttingen: Hogrefe. PSYNDEX
Liepmann, D., Beauducel, A., Brocke, B. & Amthauer, R. (2007). Intelligenz-Struktur-Test 2000 R (erweiterte Aufl.). Göttingen: Hogrefe. PSYNDEX
Ostendorf, F. & Angleitner, A. (2004). NEO Persönlichkeitsinventar nach Costa und McCrae (revidierte Fassung). Göttingen: Hogrefe. PSYNDEX
Further Reading
Di Domenico, S. I. & Fournier, M. A. (2015). Able, ready, and willing: Examining the additive and interactive effects of intelligence, conscientiousness, and autonomous motivation on undergraduate academic performance. Learning and Individual Differences, 40, 156–162.
Heaven, P. C. L. & Ciarrochi, J. (2012). When IQ is not everything: Intelligence, personality and academic performance at school. Personality and Individual Differences, 53, 518–522.
Sackett, P. R., Gruys, M. L. & Ellingson, J. E. (1998). Ability-personality interactions when predicting job performance. Journal of Applied Psychology, 83, 545–556.
Zhang, J. & Ziegler, M. (2015). Interaction effects between openness and fluid intelligence predicting scholastic performance. Journal of Intelligence, 3, 91–110.
Ziegler, M., Knogler, M. & Bühner, M. (2009). Conscientiousness, achievement striving, and intelligence as performance predictors in a sample of German psychology students: Always a linear relationship? Learning and Individual Differences, 19, 288–292. PSYNDEX