Personality traits and abilities as predictors of academic achievement

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Abstract

The purpose of this study was to demonstrate the respective effects of cognitive abilities and personality traits on academic achievement. The subjects were 141 sixth-grade French adolescents (mean age: 12) who took three cognitive tests (g factor, numerical ability, and spatial ability) and answered a personality questionnaire based on the Big Five Model. Path analyses indicated that Openness-intellect had an effect on junior high school achievement in all disciplines, with most effects being indirect ones mediated by verbal achievement (French). Neuroticism-anxiety also had an effect, although not as marked and mainly on mathematics. Personality is complementary to abilities in predicting academic achievement. Possible conceptual extensions and field applications are addressed in the conclusion.

Key words

Academic achievement Big Five Path analysis 

Résumé

Le but de cette recherche est de mettre en évidence l’influence respective des aptitudes et des traits de personnalité sur les performances scolaires. 141 participants, élèves de sixième (âge moyen 12 ans), ont répondu à trois tests cognitifs (facteur g, aptitude numérique, aptitude spatiale) et à un questionnaire de personnalité basé sur le modèle des Big Five. Les analyses de parcours indiquent que l’Ouverture-intellect a une influence sur l’ensemble des performances au collège, la plupart des effets étant indirects, via le niveau en français. Le Névrosisme-anxiété a aussi un effet, plus modeste et principalement sur les mathématiques. La prédiction approtée par la personnalité complète celle qui est donnée par les épreuves d’aptitudes. Les perspectives de prolongement conceptuel et d’application au terrain sont abordées en conclusion.

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Copyright information

© Instituto Superior de Psicologia Aplicada, Lisbon, Portugal/ Springer Netherlands 2001

Authors and Affiliations

  1. 1.Centre de Recherche Psy CLÉUniversité de ProvenceAix-en-Provence, Cedex 1France

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