Bibliographic Information
Creator: Ricarda, Steinmayr
Contributor: Ricarda, Steinmayr; Bergold, Sebastian
Funding:
Title: Personality and Intelligence Interact in the Prediction of Academic Achievement
Year of Publication: 2018
Citation: Steinmayr, R., & Bergold, S. (2018). Personality and Intelligence Interact in the Prediction of Academic Achievement [Translated Title] (Version 1.0.0) [Data and Documentation]. Trier: Center for Research Data in Psychology: PsychData of the Leibniz Institute for Psychology ZPID. https://doi.org/10.5160/psychdata.srra08pe02
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.
Codebook
Codebook_srra08pe02_bergold_0071_kb1
| 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" |
Codebook_srra08pe02_bergold_0071_kb2
| 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" |
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/DropOut: Participation rate in both studies was 90%.
Literature
Publications Directly Related to the Dataset
| Publications Directly Related to the Dataset |
|---|
| Bergold, S. & Steinmayr, R. (2018). Personality and intelligence interact in the prediction of academic achievement. Journal of Intelligence, 6, 27. doi: 10.3390/jintelligence6020027 |
Utilized Test Methods
| Utilized Test Methods |
|---|
| Borkenau, P. & Ostendorf, F. (1993). NEO-Fünf-Faktoren-Inventar nach Costa und McCrae. Göttingen: Hogrefe. Datensatz 9002328 |
| Liepmann, D., Beauducel, A., Brocke, B. & Amthauer, R. (2007). Intelligenz-Struktur-Test 2000 R (erweiterte Aufl.). Göttingen: Hogrefe.Datensatz 9004420 |
| Ostendorf, F. & Angleitner, A. (2004). NEO Persönlichkeitsinventar nach Costa und McCrae (revidierte Fassung). Göttingen: Hogrefe.Datensatz 9004469 |
Further Reading
| 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.Datensatz 0219479 |