Relationship Between Personality, Intelligence and Academia

Relationship Between Personality, Intelligence and AcademiaAlexandra LambThe Relationship surrounded by painstakingness, Intellectual Ability, and faculty member surgery in an Undergraduate psychological science CohortAbstractThis give notice (of) examines the kind among able capability, painstakingness and academician action. psychology Students studying at the University of Adelaide (N=50) plumpd online versions of the OCEANIC (Schulze Roberts, 2006) and Advanced reform-minded Matrices (APM Bors Stokes, 1998). Results showed that there was a slight positive association surrounded by apt ability and academic death penalty, a slight positive association between conscientiousness and academic proceeding and effectively no family descent between conscientiousness and intellectual ability. The study shows that temperament traits can be promising predictors of academic achievement and thus may be useful in student development and admission systems.IntroductionThe births between personality traits, intellectual ability and academic public presentation have long been explored. These relationships were first used, in ancient times, for selecting civil servants in the Middle East, India and China to its current role as the driver of advanced economic science (Poropat, 2011). Much of the inquiry done in the past has been linked to theoretical and statistical reviews of the role of personality. One of the earliest applications of personality trait assessment was the prognostic of academic performance (Poropat, 2009). This report attempts to further examine the relationship between personality traits, intellectual ability and academic performance in particular, conscientiousness and intellectual ability and their relationship with academic performance.Intelligence is one of the most effective empirical predictors of academic performance (Poropat, 2009). Nothing has changed since the thirties when it was suggested that one of the most key fac tors in academic achievement is intelligence. Intelligence is the most documented variable as a predictor of cognitive performance and in past research has shown a positive association with academic success (Busato Prins Elshout, Hamaker, 2000). In 2000 Busato driveed a study in which intellectual ability was comp ard to academic performance over trine years. Intellectual ability was positively associated with academic achievement after one year and after terzetto year, which is consistent with earlier studies. However, intelligence is not the yet predictor of academic performance. In later research, Kappe and Flier (2012) suggested that conscientiousness, a personality trait that describes impulse control and self-regulation of behaviour (Ivcevic Brackett, 2014), is the best predictor of academic achievement explaining five times as much variance in GPA (used to measure academic performance) as does intelligence. Earlier studies by Conard (2006) also showed positive bivaria te correlations between conscientiousness and academic achievement. Whilst both intellectual ability and consciousness can predict academic performance, Poropat (2009) suggested that conscientiousness is largely independent of general intelligence. Chamorro-Remuzic, Furnham and Moutafi conducted a study in 2004 as a precursor to Poropats research in which they found a pregnant negative association between conscientiousness and two intelligence tests. They suggested that this was consistent with the idea that conscientiousness might partly develop as a compensation for low intellectual level and that laid-back intelligent individuals may not need to engage in systematic, organised and dutiful study or work habits (Chamorro-Remuzic, Furnham, Moutafi, 2004).The goals presented above guided this study, thus this report provide further examine the relationships between intellectual ability, personality traits and academic achievement as explored above, focussing on three hypotheses Hypothesis 1, there will be a significant positive relationship between intellectual ability and academic performance Hypothesis 2, there will be a significant positive relationship between the personality trait conscientiousness and academic performance and Hypothesis 3, there will be a significant negative relationship between conscientiousness and intellectual ability.MethodParticipantsThe participants were 50 first-year Psychology students studying at the University of Adelaide. The participants took part in the study as part of an assessment task.MaterialsThe OCEANIC (Schulze Roberts, 2006) was employed to measure the Big Five personality traits. Intellectual ability was measured as performance on the concisely form of the Ravens Advanced Progressive Matrices (APM Bors Stokes, 1998). Academic performance was operationalized as the participants final grade for the previous semesters Psychology course.ProcedureThe participants were instructed to complete online versions of the OCEANIC and Advanced Progressive Matrices. They were free to perform the tasks wherever they chose, but were advised to try to complete the tasks in a quiet, distraction-free environment. The participants were instructed not to collaborate with anyone else on the tasks. there was no time limit placed upon the tasks, but it was stipulated that they had to be completed within a single test session.ResultsIn Table 1, the way and standard deviations for the Big Five Personality traits (nakedness, Conscientiousness. Extraversion, Agreeableness and Neuroticism), Intellectual ability (Ravens APM), and Academic Performance are displayed.In Table 2, the Correlation Coefficients for the variables associated with the three hypotheses are shown (Ravens APM and Final Grade, Conscientiousness and Final Grade, Conscientiousness and Ravens APM).In Table 3, the r2-values for the variables associated with the three hypotheses are shown (Ravens APM and Final Grade, Conscientiousness and Final Grade , Conscientiousness and Ravens APM).Table 1. Means and standard deviations for the Big Five personality traits, Intellectual Ability (Ravens APM), and Academic PerformanceTable 2. Correlation Coefficients for Ravens APM, Conscientiousness and Final Grade.Table 3. r2 values for Ravens APM, Conscientiousness and Final Grade.Hypothesis 1 There will be a significant positive relationship between intellectual ability and academic performance. send off 1. The relationship between Ravens APM and Final grade. harmonise to Hypothesis 1, a significant positive relationship was expected between intellectual ability and academic performance. As shown in realise 1, a quantitative analysis (Pearsons correlation coefficient) indicated that there was a weak-moderate, positive relationship between Ravens APM and final grade (r = 0.32), and that this relationship was statistically significant (p=0.02). Those who scored high in the Ravens APM (M=7.8, SD=2.96), which operationalised intellectual abili ty, tended to score high in their final grade (M=69.66, SD=14.05), which operationalised academic performance. This provided soft brave for the hypothesis.Hypothesis 2 there will be a significant positive relationship between the personality trait conscientiousness and academic performance.Figure 2. The relationship between conscientiousness and final grade.According to Hypothesis 2, a significant positive relationship was expected between the personality trait conscientiousness (M=36.58, SD=6.98) and academic performance (M=69.66, SD=14.05). As shown in Figure 2, a quantitative analysis (Pearsons correlation coefficient) there was a weak-moderate, positive relationship between conscientiousness and final grade (r=0.39), and that this relationship was statistically significant (p=0.01). Those with high conscientiousness (M=36.58, SD=6.98) tended to score high in their final grade (M=69.66, SD=14.05), which operationalised academic performance. This provided qualitative support for the hypothesis.Hypothesis 3 there will be a significant negative relationship between conscientiousness and intellectual ability.Figure 3. The relationship between conscientiousness and Ravens APM.According to Hypothesis 3, a significant negative relationship was expected between conscientiousness and intellectual ability. As shown in Figure 3, a quantitative analysis (Pearsons correlation coefficient) indicated that there was an extremely weak, but effectively no negative relationship between conscientiousness and Ravens RPM (r=-0.02), and that this relationship was not statistically significant (p0.89). Those with high conscientiousness (M=36.58, SD= 6.98) did not consistently score high or low in Ravens APM (M=7.8, SD=2.96), which operationalised intellectual ability. This did not provide support for the hypothesis.DiscussionThe purpose of this study was to examine the relationship between personality traits, intellectual ability and academic performance. Adding information, spe cifically relating to the relationships between intellectual ability and academic performance Conscientiousness and academic achievement and Conscientiousness and intellectual ability. According to the correlational analysis, intellectual ability was positively associated with academic performance. This is in accordance with the literature cited in the introduction (Poropat 2009, Busato et al. 2000). However this correlation was smaller than the correlation between personality trait conscientiousness and academic ability, reiterating research by Conard (2006) in the introduction. The r2 values for both these relationships, academic achievement and intellectual ability (r2 =0.10) and conscientiousness and academic ability (r2 =0.15), suggest that only 1% of the variability in academic achievement can be explained by intellectual ability and only 1.5% of the alteration in academic achievement can be explained by conscientiousness. This suggests that there are other factors that play an important role in the variation of academic achievement. The association between conscientiousness and academic performance was also positive, suggesting that conscientiousness might have a bigger impact on academic performance than intellectual ability, which is consistent with the cited researchers Kappe and Flier (2012). The correlational research presented a very slightly negative, but effectively no association between conscientiousness and intellectual ability this does not support the relationship suggested by Chamorro-Remuzic, Furnham and Moutafi (2004) whose research highlighted a significant negative relationship between conscientiousness and intellectual ability. The r2 value for this relationship (r2 =0) suggests that 0% of the variance in intellectual ability can be explained by conscientiousness.A lesson that may be taken from this study is that whilst intellectual ability is a positive predictor of academic performance, students are also able to perform well acad emically if they are willing to work hard and conscientiously. other practical perspective of the research is that intelligence is probably the most used selection criteria for entrance to tertiary education. However the findings within this study suggesting that Conscientiousness is vindicatory as good or potentially a better predictor of academic performance suggests another practical selection tool, provided it can be accurately and validly assessed. (Poropat, 2009) However, conscientiousness creates a greater chance of faking over an intelligence test.There are a number of limitations to this study. Firstly, there is a restriction of range, abandoned it was only first year psychology students surveyed. A bivariate normal relationship may exist for the entire population whereas this relationship may not be evident for all sub-populations (i.e. Psychology students). Or otherwise, what appears to be a linear relationship for a sub-population could actually be a curvilinear relat ionship for the entire population (Haslam McGarty, 2014). This means the relationships found by doing the quantitative analysis may not be a representation of the wider population. It would be beneficial to conduct a meta-analysis on students of different disciplines and potentially international students to find out how generalisable the results are. The sample size of 50 participants is also small. It is unlikely to reflect the population adequately. Whilst surveys are easy to develop, cost-effective and relatively easy to administer, there are a number of limitations associated with survey-based research. Researchers personal bias and idiosyncrasies are more powerful in qualitative research the knowledge of the study might also influence the participants responses. That is, respondents may feel encouraged to provide inaccurate and dishonest answers. Participants may interpret the survey questions and answer options differently and data errors caused by non-responses (i.e the nu mber of participants who chose to respond to the survey as opposed to those that chose not to) may also usurp the results.ReferencesBors, D. A. Stokes, T. L. (1998). 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