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Personality, intelligence, and counterproductive academic behaviors: A meta-analysis
Dámaris Cuadrado1, Jesús F Salgado1, Silvia Moscoso1
1Department of Political Science and Sociology.
This meta-analysis reveals that conscientiousness and agreeableness predict counterproductive academic behaviors (CAB). Intelligence also deters CAB, particularly deception, with combined personality and intelligence scores offering robust prediction.
Area of Science:
- Educational Psychology
- Behavioral Science
- Academic Integrity Research
Background:
- Counterproductive academic behaviors (CAB) pose significant challenges in educational settings globally.
- Understanding the predictors of CAB is crucial for developing effective interventions and maintaining academic integrity.
Purpose of the Study:
- To conduct a comprehensive meta-analysis examining the relationship between the Big Five personality dimensions and intelligence with CAB.
- To identify specific personality traits and cognitive abilities that predict various facets of counterproductive academic behaviors.
Main Methods:
- A meta-analysis synthesizing data from multiple studies on personality, intelligence, and CAB.
- Statistical analysis to estimate the magnitude and significance of relationships between personality dimensions (Big Five) and intelligence with overall CAB and its seven facets.
Main Results:
- Conscientiousness (ρ = -.28) and agreeableness (ρ = -.14) significantly predicted CAB.
- Conscientiousness was a strong predictor across multiple CAB facets, including absenteeism, cheating, and low effort.
- Intelligence negatively predicted CAB (ρ = -.19), being the strongest predictor of deception (ρ = -.48).
- A combined measure of conscientiousness, agreeableness, and intelligence demonstrated a validity of .42 for predicting overall CAB.
Conclusions:
- Personality traits, particularly conscientiousness and agreeableness, are significant predictors of counterproductive academic behaviors.
- Intelligence plays a role in mitigating CAB, especially deception.
- Findings have implications for student selection, academic support, and fostering ethical academic conduct.
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