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Academic performance beyond cognitive ability: personality, emotional intelligence and self-efficacy – a mixed cross-sectional and longitudinal study

Lawler, Bridget (2012) Academic performance beyond cognitive ability: personality, emotional intelligence and self-efficacy – a mixed cross-sectional and longitudinal study. Liverpool John Moores University.

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Abstract

Burgeoning research on Personality-related measures and proximal behaviours demonstrates that academic performance at all levels is facilitated by such individual difference variables that complement and support cognitive ability. The aim of this study is to explore the impact of trait and domain specific measures on academic performance and examine behaviour (absenteeism). Participants (N = 120) comprised of male (N = 47) and female (N = 73) students at a secondary level college in Merseyside. A within-participant design was employed utilising a quantitative cross-sectional survey method (based on self reports) with a longitudinal component linked to archival indicators of performance data (i.e. GCSE exam results) which were aggregated into a Grade Point Average (GPA). The study’s hypotheses were tested through bivariate and multivariate analysis. Good quality of data was evidenced by low levels of skewness and kurtosis and high. Correlation analysis revealed that Openness, Conscientiousness, ESE and ASE were positively associated with GCSE GPA. Agreeableness was negatively associated with academic performance. Hierarchical Regression demonstrated that the best predictor of grades was Agreeableness. Results are comparable with much existent research signifying the relevance of individual difference studies at secondary level.

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