Conscientiousness in Education: Its Conceptualization, Assessment, and Utility

Correlates of Conscientiousness: Findings from the Millennium Cohort Study

This study explored correlates of the trait Conscientiousness drawing on longitudinal data from the Millennium Cohort Study (MCS), with a sample of 7,436 mothers. Data were collected when participants' children were born and again at ages nine months, 3, 11, and 14 years. Structural equation modeling showed that the family poverty indicator, self-esteem, parent-child relationship, children's behavioral problems, and education all had significant and direct effects on maternal trait Conscientiousness. The strongest predictor was self-esteem (measured over 13 years previously), followed by children's behavioral problems and parent-child relationship quality. The implications for helping mothers and their children are considered and limitations are discussed.

Developing and Validating a Short-Form Questionnaire for the Assessment of Seven Facets of Conscientiousness in Large-Scale Assessments

Conscientiousness is the most important personality predictor of academic achievement. It consists of several lower order facets with differential relations to academic achievement. There is currently no short instrument assessing facets of conscientiousness in the educational context. Therefore, in the present multi-study report, we develop and validate a short-form questionnaire for the assessment of seven Conscientiousness facets, namely Industriousness, Perfectionism, Tidiness, Procrastination Refrainment, Control, Caution, and Task Planning. To this end, we examined multiple representative samples totaling N = 14,604 Grade 9 and 10 students from Luxembourg. The questionnaire was developed by adapting and shortening an existing scale using an exhaustive search algorithm. The algorithm was specified to select the best item combination based on model fit, reliability, and measurement invariance across the German and French language versions. The resulting instrument showed the expected factorial structure. The relations of the facets with personality constructs and academic achievement were in line with theoretical assumptions. Reliability was acceptable for all facets. Measurement invariance across language versions, gender, immigration status and cohort was established. We conclude that the presented questionnaire provides a short measurement of seven facets of Conscientiousness with valid and reliable scores.

Resilience as a Buffering Variable Between the Big Five Components and Factors and Symptoms of Academic Stress at University

The aim of this cross-sectional study was to establish predictive relationships of the Big Five personality factors (according to their self-regulatory level), together with resilience (proactive and reactive factors), for factors and symptoms of academic stress related to teaching and learning in the University context. A total of 405 female undergraduate students were selected, and completed questionnaires that had been previously validated in Spanish University students (Big Five personality factors, resilience, and academic stress symptoms and factors). A linear, ex-post facto design was used, including linear regression, Structural Equation Modeling (SEM), and mediational analyses. Specific linear regression showed the expected gradation: that self-regulatory personality factors (conscientiousness, extraversion) were positive linear predictors of proactive resilience, as well as significant negative predictors of stress factors and symptoms of academic stress; while the non-regulatory personality factors (openness to experience, agreeableness) showed little relationship. By contrast, the dysregulatory personality factor (neuroticism) was a negative predictor of proactive resilience, a positive predictor of reactive resilience, and positively predicted academic stress factors in the teaching and learning process, as well as stress symptoms. SEM general analysis showed that personality factors positively predicted resilience, and resilience negatively predicted factors and symptoms of academic stress. Specific mediational model analysis, with each personality factor, confirmed the different mediating relationships that appeared in the linear regression analyses. These results are discussed from the perspective of promoting resilience and healthy personalities in the University context. Implications for addressing academic stress at University are discussed.

Personality, cognitive ability, and academic performance: Differential associations across school subjects and school tracks

AIM

Personality traits and cognitive ability are well-established predictors of academic performance. Yet, how consistent and generalizable are the associations between personality, cognitive ability, and performance? Building on theoretical arguments that trait-performance relations should vary depending on the demands and opportunities for trait expression in the learning environment, we investigated whether the associations of personality (Big Five) and cognitive ability (fluid intelligence) with academic performance (grades and tests scores) vary across school subjects (German and math) and across ability-grouped school tracks (academic, intermediate, and vocational).

METHOD

Multiple group structural equation models in a large representative sample of ninth-grade students (N = 12,915) from the German National Educational Panel Study (NEPS).

RESULTS

Differential associations across school subjects emerged for cognitive ability, Emotional Stability, and Conscientiousness (math > German); and for Openness and Extraversion (German > math). Differential associations across school tracks emerged for cognitive ability, Conscientiousness (academic > intermediate > vocational) and Agreeableness (academic > intermediate > vocational). Personality traits explained more variation in academic performance in the academic than in the other tracks.

CONCLUSION

Most trait-performance relations varied across subjects, tracks, or both. These findings highlight the need for more nuanced and context-minded perspective on trait-performance relations.