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Predicting academic success with the Big 5 rated from different points of view: Self‐rated, other rated and faked
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What this work says
Outgoing claims: the papers this work cites, builds on, or argues with.
inferredcites →https://doi.org/10.1006/jrpe.1998.2214openalex-snapshot
Joint Factor Analysis of the Personality Research Form and the Jackson Personality Inventory: Comparisons with the Big Five
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Big Five Predictors of Academic Achievement
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Meta-analysis in social research
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Which factors best account for academic success: Those which college students can control or those they cannot?
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Broad versus narrow personality traits in predicting academic performance of adolescents
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Conscientiousness, achievement striving, and intelligence as performance predictors in a sample of German psychology students: Always a linear relationship?
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Personality and intelligence as predictors of statistics examination grades
inferredcites →https://doi.org/10.1016/j.paid.2005.12.015openalex-snapshot
Personality and school performance: Incremental validity of self- and peer-ratings over intelligence
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Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school
inferredcites →https://doi.org/10.1016/j.paid.2007.03.017openalex-snapshot
Big Five personality predictors of post-secondary academic performance
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Underestimating the effects of faking on the validity of self-report personality scales
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Perspectives on fluid and crystallized intelligence: facets for verbal, numerical, and figural intelligence
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Individual differences and undergraduate academic success: the roles of personality, intelligence, and application
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Role of social desirability in personality testing for personnel selection: The red herring.
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An alternative "description of personality": The Big-Five factor structure.
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A comprehensive meta-analysis of the predictive validity of the Graduate Record Examinations: Implications for graduate student selection and performance.
inferredcites →https://doi.org/10.1037/0022-3514.86.1.148openalex-snapshot
Academic Performance, Career Potential, Creativity, and Job Performance: Can One Construct Predict Them All?
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Investigating the paths between working memory, intelligence, knowledge, and complex problem-solving performances via Brunswik symmetry.
inferredcites →https://doi.org/10.1046/j.1467-9884.2003.t01-2-00383_4.xopenalex-snapshot
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
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Factor Analysis: An Applied Approach
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General and Specific Traits of Personality and Their Relation to Sleep and Academic Performance
inferredcites →https://doi.org/10.1111/j.0022-3506.2004.00282.xopenalex-snapshot
Towards Understanding Assessments of the Big Five: Multitrait‐Multimethod Analyses of Convergent and Discriminant Validity Across Measurement Occasion and Type of Observer
inferredcites →https://doi.org/10.1111/j.1468-2389.2006.00336.xopenalex-snapshot
Specific Aptitude Theory Revisited: Is There Incremental Validity for Training Performance?
inferredcites →https://doi.org/10.1111/j.1744-6570.2005.00301.xopenalex-snapshot
THE STRUCTURE OF CONSCIENTIOUSNESS: AN EMPIRICAL INVESTIGATION BASED ON SEVEN MAJOR PERSONALITY QUESTIONNAIRES
inferredcites →https://doi.org/10.1111/j.1745-6916.2007.00047.xopenalex-snapshot
The Power of Personality: The Comparative Validity of Personality Traits, Socioeconomic Status, and Cognitive Ability for Predicting Important Life Outcomes
inferredcites →https://doi.org/10.1177/0013164408324469openalex-snapshot
Modeling Socially Desirable Responding and Its Effects
inferredcites →https://doi.org/10.1177/026540758800500207openalex-snapshot
Interpersonal Perception: A Social Relations Analysis
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Domains and Facets: Hierarchical Personality Assessment Using the Revised NEO Personality Inventory
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Factor Analysis: An Applied Approach.
inferredcites →https://doi.org/10.4324/9781410606266openalex-snapshot
Applied Multiple Regression/Correlation Analysis for the Behavioral Sciences
inferredcites →https://doi.org/10.5860/choice.43-0625openalex-snapshot
Personality and intellectual competence
What points at this work
Incoming claims: where this work appears in other papers’ reference lists and arguments.
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Response Styles Improve Model Fit of Big Five
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Comparing Job Applicants to Non–Applicants Using An Item–Level Bifactor Model on the Hexaco Personality Inventory
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Broad versus narrow traits: Conscientiousness and honesty–humility as predictors of academic criteria
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Examining the relationship between grit and academic achievement within K‐12 and higher education: A systematic review
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Persistent bias in expert judgments about free will and moral responsibility: A test of the expertise defense
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Five-Factor Model facets differentially predict in-the-moment affect and cognitions
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Why do personality traits predict scholastic performance? A three-wave longitudinal study
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Prospective prediction of academic performance in college using self- and informant-rated personality traits
inferred← citeshttps://doi.org/10.1016/j.jrp.2022.104261openalex-snapshot
Big Five personality traits predicting active procrastination at work: When self- and supervisor-ratings tell different stories
inferred← citeshttps://doi.org/10.1016/j.jsp.2010.12.001openalex-snapshot
Personality as a moderator of context effects on academic achievement
inferred← citeshttps://doi.org/10.1016/j.lindif.2011.04.004openalex-snapshot
Personality traits and general intelligence as predictors of academic performance: A structural equation modelling approach
inferred← citeshttps://doi.org/10.1016/j.lindif.2013.10.008openalex-snapshot
Big Five facets as predictor of job training performance: The role of specific job demands
inferred← citeshttps://doi.org/10.1016/j.lindif.2014.05.013openalex-snapshot
Other-rated personality and academic performance: Evidence and implications
inferred← citeshttps://doi.org/10.1016/j.lindif.2015.07.012openalex-snapshot
Self- and parent-rated facets of Conscientiousness predict academic outcomes: Parent-reports are more predictive, particularly for approach-oriented facets
inferred← citeshttps://doi.org/10.1016/j.lindif.2016.07.011openalex-snapshot
How do the big five influence scholastic performance? A big five-narrow traits model or a double mediation model
inferred← citeshttps://doi.org/10.1016/j.paid.2013.07.007openalex-snapshot
Instructed faking of the HEXACO reduces facet reliability and involves more Gc than Gf
inferred← citeshttps://doi.org/10.1016/j.paid.2014.07.011openalex-snapshot
The Big Five and tertiary academic performance: A systematic review and meta-analysis
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Interest in truth versus beauty: Intellect and Openness reflect different pathways towards interest
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The Big Five Questionnaire for Children (BFQ-C): A French validation on 8- to 14-year-old children
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Facet Benchmarking: Advanced application of a new instrument refinement method
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The framework for creating a psychological assessment tool based on interactive storytelling
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The Berlin Multi-Facet Personality Inventory
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Openness as a buffer against cognitive decline: The Openness-Fluid-Crystallized-Intelligence (OFCI) model applied to late adulthood.
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Openness and postsecondary academic performance: A meta-analysis of facet-, aspect-, and dimension-level correlations.
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Behaviour in selection situations as an adaptation to external expectations: testing a theory of self-presentation
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A Theoretical Model of Psychometric Effects of Faking on Assessment Procedures: Empirical findings and implications for personality at work
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Faking good and bad on self‐reports versus informant‐reports of Dark Triad personality
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