Typical intellectual engagement,Big Five personality traits,approaches to learning and cognitive ability predictors of academic performance

Background Both ability (measured by power tests) and non‐ability (measured by preference tests) individual difference measures predict academic school outcomes. These include fluid as well as crystalized intelligence, personality traits, and learning styles. This paper examines the incremental validity of five psychometric tests and the sex and age of pupils to predict their General Certificate in Secondary Education (GCSE) test results. Aims The aim was to determine how much variance ability and non‐ability tests can account for in predicting specific GCSE exam scores. Sample The sample comprised 212 British schoolchildren. Of these, 123 were females. Their mean age was 15.8 years (SD 0.98 years). Method Pupils completed three self‐report tests: the Neuroticism–Extroversion–Openness‐Five‐Factor Inventory (NEO‐FFI) which measures the ‘Big Five’ personality traits, ( Costa & McCrae, 1992 ); the Typical Intellectual Engagement Scale ( Goff & Ackerman, 1992 ) and a measure of learning style, the Study Process Questionnaire (SPQ; Biggs, 1987 ). They also completed two ability tests: the Wonderlic Personnel Test ( Wonderlic, 1992 ) a short measure of general intelligence and the General Knowledge Test ( Irving, Cammock, & Lynn, 2001 ) a measure of crystallized intelligence. Six months later they took their (10th grade) GCSE exams comprising four ‘core’ compulsory exams as well as a number of specific elective subjects. Results Correlational analysis suggested that intelligence was the best predictors of school results. Preference test measures accounted for relatively little variance. Regressions indicated that over 50% of the variance in school exams for English (Literature and Language) and Maths and Science combined could be accounted for by these individual difference factors. Conclusions Data from less than an hour's worth of testing pupils could predict school exam results 6 months later. These tests could, therefore, be used to reliably inform important decisions about how pupils are taught.     

The relationship between measures of creativity and schizotypy

The aim of this study was to determine the extent to which a measure of multidimensional schizotypy and intelligence predicted measures of creativity, as assessed by self-rated creativity, a measure of the creative personality (CPS: Gough, 1979) and an inventory of creative behaviours. Additionally an aggregation of the three different measures; total creativity was examined. 140 participants completed the creativity measures, a general intelligence test (Wonderlic Personnel Test: Wonderlic, 1992) in addition to a multidimensional schizotypy inventory (O-LIFE: Mason, Claridge, & Jackson, 1995). The Unusual Experiences and Impulsive Nonconformity dimensions of the O-LIFE were positively and significantly related to creativity. The Cognitive Disorganisation dimension was found to be negatively and significantly related to creativity. The implications of the findings were discussed.     

Openness to experience, plasticity, and creativity: Exploring lower-order, high-order, and interactive effects

What are creative people like? Openness to experience is important to creativity, but little is known about plasticity, the higher-order factor that subsumes openness. College students (n = 189) completed measures of the Big Five and measures of creative cognition (fluency and quality of divergent thinking), everyday creative behaviors, creative achievement, and self-rated creativity. Latent variable models found broad effects of openness to experience and few effects of the other four domains. At the higher-order level, plasticity predicted higher scores on nearly all of the facets of creativity, and stability had several significant effects. For some creativity measures, plasticity and stability had opposing effects. Tests of latent interactions found no significant effects: plasticity and stability predict creatively independently, not jointly.     

Openness to Experience and Intellect Differentially Predict Creative Achievement in the Arts and Sciences

The Big Five personality dimension Openness/Intellect is the trait most closely associated with creativity and creative achievement. Little is known, however, regarding the discriminant validity of its two aspects—Openness to Experience (reflecting cognitive engagement with perception, fantasy, aesthetics, and emotions) and Intellect (reflecting cognitive engagement with abstract and semantic information, primarily through reasoning)—in relation to creativity. In four demographically diverse samples totaling 1,035 participants, we investigated the independent predictive validity of Openness and Intellect by assessing the relations among cognitive ability, divergent thinking, personality, and creative achievement across the arts and sciences. We confirmed the hypothesis that whereas Openness predicts creative achievement in the arts, Intellect predicts creative achievement in the sciences. Inclusion of performance measures of general cognitive ability and divergent thinking indicated that the relation of Intellect to scientific creativity may be due at least in part to these abilities. Lastly, we found that Extraversion additionally predicted creative achievement in the arts, independently of Openness. Results are discussed in the context of dual‐process theory.     

Attachment dimensions and the big five personality traits: Associations and comparative ability to predict relationship quality

Several studies have explored associations between measures of adult attachment style and the Big Five personality traits or factors, but the studies have not included current dimensional measures of attachment style (Brennan, Clark, & Shaver, 1998) or the most complete (NEO-PI-R; Costa & McCrae, 1992) and frequently used (BFI; John, Donahue, & Kentle, 1991) measures of the Big Five. Moreover, most studies after Shaver and Brennan’s (1992) have not compared attachment style and Big Five measures as predictors of relationship quality. Here, we summarize past research and report two studies comparing Brennan et al.’s two-dimensional measure of attachment style with the BFI and NEO-PI-R measures of the Big Five. There are consistent and theoretically meaningful associations between the attachment-style and personality trait measures, but attachment-style dimensions still predict relationship quality better than measures of the Big Five. Implications are discussed.     

Measuring the Big Five with single items using a bipolar response scale

The convergence on the Big Five in personality theory has produced a demand for efficient yet psychometrically sound measures. Therefore, five single‐item measures, using bipolar response scales, were constructed to measure the Big Five and evaluated in terms of their convergent and off‐diagonal divergent properties, their pattern of criterion correlations and their reliability when compared with four longer Big Five measures. In a combined sample (N = 791) the Single‐Item Measures of Personality (SIMP) demonstrated a mean convergence of r = 0.61 with the longer scales. The SIMP also demonstrated acceptable reliability, self–other accuracy, and divergent correlations, and a closely similar pattern of criterion correlations when compared with the longer scales. It is concluded that the SIMP offer a reasonable alternative to longer scales, balancing the demands of brevity versus reliability and validity. Copyright © 2005 John Wiley & Sons, Ltd.     

Opening Up Openness: A Theoretical Sort Following Critical Incidents Methodology and a Meta-Analytic Investigation of the Trait Family Measures

Existing taxonomies of Openness's facet structure have produced widely divergent results, and there is limited comprehensive empirical evidence about how Openness-related scales on existing personality inventories align within the 5-factor framework. In Study 1, we used a critical incidents sorting methodology to identify 11 categories of Openness measures; in Study 2, we meta-analyzed the relationships of these categories with global markers of the Big Five traits (utilizing data from 106 samples with a total sample size of N = 35,886). Our results identified 4 true facets of Openness: aestheticism, openness to sensations, nontraditionalism, and introspection. Measures of these facets were unadulterated by variance from other Big Five traits. Many traits frequently conceptualized as facets of Openness (e.g., innovation/creativity, variety-seeking, and tolerance) emerged as trait compounds that, although related to Openness, are also dependent on other Big Five traits. We discuss how Openness should be conceptualized, measured, and studied in light of the empirically based, refined taxonomy emerging from this research.     

Dichotomous Thinking and Personality Traits: From the Viewpoints of the Big Five and HEXACO1,2

Dichotomous thinking is a feature of certain personality traits, such as the Dark Triad and Cluster B personality disorders, which commonly reflect a fast life history strategy. The Big Five and HEXACO personality models are useful for understanding the personality structure and individual differences in life history strategy. Our study aimed to shed light on the propensity for dichotomous thinking using the framework of the Big Five and HEXACO personality models. Participants (n = 229) completed the Dichotomous Thinking Inventory, the 60-item HEXACO Personality Inventory – Revised, and the Ten-Item Personality Inventory. We examined correlations between dichotomous thinking and each domain of the Big Five and HEXACO personality models, and then computed multiple correlations predicting total and dimensional scores on the propensity for dichotomous thinking with scores on the Big Five and HEXACO personality traits. Results indicated that dichotomous thinking tendency is characterized by the set of low Agreeableness and Honesty–Humility. This study suggests that dichotomous thinking has antagonistic characteristics and a linkage to the fast life history strategy.     

Effects of personality and threat of evaluation on divergent and convergent thinking

This study explores the effects of the Big Five personality traits and threat of evaluation on divergent and convergent thinking in a sample of 82 UK students. Results showed that Openness and Extraversion predicted divergent thinking under both threat of evaluation and no evaluation, whilst Neuroticism correlated significantly with divergent thinking (negatively) only under threat of evaluation. However, mediational analysis showed that the effects of Neuroticism on divergent thinking under threat of evaluation were fully accounted for by Extraversion. Thus neurotics’ divergent thinking was significantly more impaired because they were more introverted. Theoretical and practical implications are discussed.     

Relationship between creativity and right,left, and integrated thinking styles

ABSTRACT:

The purpose of the present study was to explore whether the so‐called “right thinking style” is related to creativity as measured by two types of creativity tests. The How Do You Think (HDYT) inventory evaluates personality and biographical information related to creativity, and the Sounds and Images is a type of divergent thinking test that assesses the originality of images elicited by abstract sounds. As a second purpose, this study permitted an analysis of the relationship between these two types of creativity measures. The two creativity measures and the Your Style of Learning and Thinking (SOLAT) test were administered to 109 undergraduates. Results indicated that the HDYT scores were positively correlated with right thinking scores on the SOLAT (r = .48) and negatively correlated with left thinking scores (r = ‐.70). Results from Sounds and Images were not as clear. Similar relationships were found when overlapping items were removed from the various measures.     

The Relation Between Different Facets of Creativity and the Dark Side of Personality

This study examined the relation between different facets of creativity and personality, focusing on the dark side of personality. In a sample of 247 students, psychometric measures for the assessment of the dark triad of personality (subclinical narcissism, Machiavellianism, subclinical psychopathy), personality organization (structural deficit: identity diffusion, primitive defenses, reality testing), and the conventional 5 Factor personality variables were administered. Creativity was operationalized via divergent thinking measures and via self-assessment creativity scales. Regression analyses revealed openness as strongest predictor for both self-estimated creativity and divergent thinking performance. Self-estimated creativity was also significantly predicted by narcissism and reduced reality testing. Correlational analyses further revealed that divergent thinking performance was weakly negatively correlated with Machiavellianism and subclinical psychopathy, but it was positively associated with openness and extraversion. According to our findings, facets of the bright side of personality (such as openness) seem to have a much stronger link to creativity than less desirable personality traits do.     

The relationship between personality, approach to learning and academic performance

This study considers the relationship between students' approaches to learning, as measured by a short-form of Entwistle and Tait's (1995) Revised Approaches to Studying Inventory (RASI), the Big Five personality factors, as measured by Cattell's 16PFi, and the background variables of age, gender and prior educational achievement and academic performance. Subjects were 146 social science undergraduate students at a university in Scotland. Structural equation modelling identifies the Big Five personality factor scores account for between 22.7% and 43.6% of the variance across scores on the three approach to learning dimensions. Four of the Big Five personality factors and the three approach to learning dimensions were found to be poor predictors of academic performance. A linear regression analysis with academic performance as the dependent variable and age, prior educational attainment and conscientiousness as independent variables, accounted for 24.1% of the variance in performance. Our investigation suggests approach to learning is a subset of personality. However, we conclude it makes sense to measure these two groups of variables separately in educational settings.     

Personality Traits Beyond the Big Five: Are They Within the HEXACO Space?

Paunonen (2002) recently developed the Supernumerary Personality Inventory (SPI), a measure of 10 traits that have low loadings within the space of the Big Five personality factors. If the SPI personality traits are representative of the domain of non-Big Five personality traits, then the major source of the variance in the SPI traits would be expected to correlate strongly with the sixth factor of personality, Honesty-Humility. We tested this hypothesis using self-report measures (N = 200) of the SPI traits, of the Big Five, and of the new six-dimensional ("HEXACO") structure. Results indicated that the first unrotated factor underlying the 10 SPI traits was heavily saturated with variance from Honesty-Humility (r = .65). Nevertheless, the 10 SPI traits contained substantial amounts of unique variance not accounted for by the HEXACO or the Big Five variables, highlighting the importance of the facet-level assessment of personality traits.     

Happiness Inducing Behaviors in Everyday Life: An Empirical Assessment of “The How of Happiness”

The frequency of Happiness Inducing Behaviors (HIB) was assessed in a survey of 903 university students; measures of Big Five personality traits and happiness were also obtained. Students reported engaging in many HIBs about 1–3 times per week. Analysis of HIB yielded three factors: Positive/Proactive Behaviors; Spiritual Behaviors; and Physical Health Behaviors. Positive/Proactive behaviors predicted significant additional variance in happiness beyond the variance predictable from Big Five personality traits. Mediation analysis suggested that effects of Big Five traits on happiness may be mediated to varying degrees by engagement in Positive/Proactive Behaviors and Physical Health Behaviors. Additional analyses examined possible moderation of the association between HIB and happiness by gender and Big Five traits; the strength of association between behavior and happiness did not differ between women and men, or across people with different scores on Big Five traits. This study provides additional evidence that naturally occurring behaviors are predictive of happiness in everyday life and confirms earlier findings about the degree to which behaviors mediate effects of Big Five traits on happiness.     

Malevolent Creativity: Does Personality Influence Malicious Divergent Thinking?

The purpose of this research was to examine the relationship between malevolent creativity and personality, with a specific focus on the traits of antagonism, aggression, and sympathy. Participants (N = 265) completed a series of personality measures and two divergent thinking tasks (uses for a brick and a pencil). Responses were coded for fluency and malevolent creativity. Hierarchical multiple regression analyses revealed that gender, conscientiousness, and trait physical aggression accounted for unique variability in malevolent creativity scores. These results confirm the link between personality and malevolent creativity, corroborating the General Model of Aggression and extending understanding of malevolent creativity, a new subfield of creativity research.     

The Relationship of Reliability and Validity of Personality Tests to Frame‐of‐Reference Instructions and Within‐Person Inconsistency

The efficacy of both frame‐of‐reference (FOR) instructions and a measure of within‐person inconsistency in predicting grade point average was investigated. The IPIP Big Five personality questionnaire was given to 329 students with generic instructions and ‘at school’ FOR instructions. The Wonderlic Personnel Test was also administered. A measure of within‐person inconsistency was created based on the standard deviations of responses to items within the same Big Five dimension. The validity of conscientiousness was greater when FOR instructions were given. The measure of within‐person inconsistency provided incremental validity over that of conscientiousness and cognitive ability. Additionally, within‐person inconsistency moderated the relationship between conscientiousness and performance for the participants without the FOR instructions. Practical implications are discussed.     

Convergence of Vocational Interests and Personality: Examples in an Adolescent Gifted Sample

This investigation explored the convergence between vocational interests as measured by the Strong Interest Inventory (Hansen & Campbell, 1985) and two competing personality models: the Big Five as measured by the NEO Personality Inventory-Revised (NEO-PI-R) (Costa & McCrae, 1992) and the Big Three as measured by the Multidimensional Personality Questionnaire (MPQ) (Tellegen, 1982; Tellegen & Waller, in press). The participants were 323 gifted adolescents. The authors predicted that specific NEO-PI-R facet scales and specific MPQ primary scales would add meaningful variance to the prediction of hypothesized Basic Interest Scales (BISs) on the Strong after the variation due to the respective Big Five or Big Three factors was removed. The predictions were largely supported. Moreover, this study provided additional evidence regarding convergence of Holland's Big Six and the Big Five model of personality. This study could serve to prompt a new generation of studies relating vocational interests and personality.     

Incremental validity of the typical intellectual engagement scale as predictor of different academic performance measures

The incremental validity of the Typical Intellectual Engagement (TIE) scale (Goff & Ackerman, 1992) as a predictor of academic performance (AP) was tested over and above other established determinants of AP, namely, psychometric g (as extracted from 5 cognitive ability tests) and the Big Five personality traits, assessed by the Neuroticism-Extraversion-Openness Five Factor Inventory (Costa & McCrae, 1992). One hundred four British students were tested on arrival to university, and AP measures were collected longitudinally throughout a 3-year period. TIE, g, and Conscientiousness were the highest correlates of AP. A series of multiple-hierarchical regressions showed that TIE had significant incremental validity (over and above g and the Big Five) in the prediction of AP. Implications are discussed in light of the investment theory of intellectual competence and the utility of self-report inventories as predictors of academic achievement.     

The Development and Validation of a Personological Measure of Work Drive

Using six studies based on 23,823 individuals in diverse settings, we developed and validated a personality measure of Work Drive—a disposition to work long hours and extend oneself for one's job. The factor structure was confirmed in four settings. Work Drive was related to job performance showing incremental validity beyond cognitive aptitude and Big Five personality traits in five validation studies. It predicted academic performance at six different grade levels, even beyond Big Five traits. Construct validity was examined via work values, job involvement, normal personality scales, satisfaction measures, and cognitive ability. Little adverse impact was found. Occupational groups differed on Work Drive. Overall validity and areas of application were discussed.     

The mini-IPIP scales: tiny-yet-effective measures of the Big Five factors of personality

The Mini-IPIP, a 20-item short form of the 50-item International Personality Item Pool-Five-Factor Model measure (Goldberg, 1999), was developed and validated across five studies. The Mini-IPIP scales, with four items per Big Five trait, had consistent and acceptable internal consistencies across five studies (= at or well above .60), similar coverage of facets as other broad Big Five measures (Study 2), and test-retest correlations that were quite similar to the parent measure across intervals of a few weeks (Study 4) and several months (Study 5). Moreover, the Mini-IPIP scales showed a comparable pattern of convergent, discriminant, and criterion-related validity (Studies 2-5) with other Big Five measures. Collectively, these results indicate that the Mini-IPIP is a psychometrically acceptable and practically useful short measure of the Big Five factors of personality.