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Personality, intelligence, and academic achievement: Charting their developmental interplay.

Lisa Bardach1, Nicolas Hübner2, Benjamin Nagengast1,3

  • 1Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany.

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Summary
This summary is machine-generated.

Academic achievement and intelligence show reciprocal links in students aged 11-14. While personality traits like Conscientiousness and Extraversion negatively predicted intelligence, academic achievement most strongly influenced future intelligence development.

Keywords:
Big Fiveacademic achievementintelligencepersonalityrandom intercept cross-lagged panel model

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Individual Differences

Background:

  • Intelligence and personality traits are established predictors of academic achievement.
  • Longitudinal and reciprocal associations between these factors are not well understood.

Purpose of the Study:

  • To examine the developmental interplay of intelligence, personality (Big Five), and academic achievement.
  • To investigate reciprocal within-person associations between these constructs over time.

Main Methods:

  • Longitudinal study of 3880 German secondary school students (ages 11-14).
  • Four waves of data collection (grades 5-8).
  • Random intercept cross-lagged panel models (RI-CLPs) were employed.

Main Results:

  • Negative within-person associations were found between initial Conscientiousness and Extraversion and later intelligence.
  • No statistically significant reciprocal personality-achievement associations were identified.
  • Academic achievement and intelligence demonstrated reciprocal relations, with achievement predicting intelligence most strongly.

Conclusions:

  • The study contributes to developmental theories on the interrelations between personality, intelligence, and academic achievement.
  • Findings offer insights into within-person conceptualizations in personality research.