Who flourishes in school? The interplay of academic self-concept and personality and its role for academic performance in middle adolescence.

IF 6.4 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of personality and social psychology Pub Date : 2024-10-17 DOI:10.1037/pspp0000525

Mieke Johannsen,Naemi D Brandt,Olaf Köller,Jenny Wagner

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引用次数: 0

Abstract

Why are some students more successful than others? We combined motivational and personality predictors and jointly examined the relevance of subject-specific academic self-concepts and Big Five personality traits for academic performance. Based on data from two independent studies of German 9th graders (Study 1: N = 1,508, Mage = 14.98 years, 51% female, 38% immigrant background; Study 2: N = 19,783, Mage = 15.10 years, 50% female, 36% immigrant background), we, first, estimated latent bivariate correlations to investigate the nomological net between these socioemotional characteristics. Second, using latent moderated regression models, we examined the role of the main and interaction effects of both characteristics for academic performance levels and changes assessed by grades and test scores. Finally, we tested whether the relevance of socioemotional characteristics for academic performance differed across sociodemographic characteristics. Five findings stand out: First, we established widely consistent nomological nets between the academic self-concepts and Big Five traits, especially regarding the German self-concept. Second, the domain-specific self-concepts were consistent predictors of different academic performance measures in the respective subject. Third, beyond the established main effects of openness and conscientiousness, all Big Five traits contributed to performance in some way. Fourth, despite some inconsistencies, socioemotional characteristics formed only synergistic interaction effects. Fifth, students' sociodemographic background was likewise important illustrating main effects on performance and foremost synergistic interaction effects with socioemotional predictors. Our results highlight the complex interplay between motivation, personality, and sociodemographic variables in predicting academic achievement and underline the need to be mindful of this interactive nature. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

查看原文本刊更多论文

谁在学校表现出色？学业自我概念与人格的相互作用及其对青春期中期学业成绩的影响。

为什么有些学生比其他学生更成功？我们将动机和人格预测因素结合起来，共同研究了特定学科的学业自我概念和大五人格特质与学业成绩的相关性。基于对德国九年级学生进行的两项独立研究（研究 1：人数 = 1,508 人，年龄 = 14.98 岁，51% 为女性，38% 为移民背景；研究 2：人数 = 19,783 人，年龄 = 15.10 岁，50% 为女性，36% 为移民背景）的数据，我们首先估算了潜在的双变量相关性，以研究这些社会情感特征之间的名义关系网。其次，我们利用潜在的调节回归模型，研究了这两个特征的主效应和交互效应对学业成绩水平的影响，以及通过成绩和考试分数评估的变化。最后，我们检验了社会情感特征与学业成绩的相关性是否因社会人口特征而异。有五项研究结果引人注目：首先，我们在学业自我概念和大五特征之间建立了广泛一致的提名网，尤其是在德国自我概念方面。第二，特定领域的自我概念对不同学科的学业成绩具有一致的预测作用。第三，除了已确定的开放性和自觉性的主要效应外，所有的大五特质都在某种程度上促进了学习成绩的提高。第四，尽管存在一些不一致，但社会情感特征只形成了协同互动效应。第五，学生的社会人口学背景也同样重要，这说明了对成绩的主要影响以及与社会情感预测因素之间最重要的协同互动效应。我们的研究结果凸显了动机、个性和社会人口变量在预测学业成绩方面的复杂相互作用，并强调了注意这种互动性质的必要性。(PsycInfo Database Record (c) 2024 APA, 版权所有）。

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来源期刊

Journal of personality and social psychology PSYCHOLOGY, SOCIAL-

CiteScore

12.70

自引率

3.90%

发文量

250

期刊介绍： Journal of personality and social psychology publishes original papers in all areas of personality and social psychology and emphasizes empirical reports, but may include specialized theoretical, methodological, and review papers.Journal of personality and social psychology is divided into three independently edited sections. Attitudes and Social Cognition addresses all aspects of psychology (e.g., attitudes, cognition, emotion, motivation) that take place in significant micro- and macrolevel social contexts.