How are conscientiousness and cognitive ability related to one another? A re-examination of the intelligence compensation hypothesis

Social, Demographic, and Psychological Factors Associated with Middle-Aged Mother's Vocabulary: Findings from the Millennium Cohort Study

Based on a sample of 8271 mothers, this study explored a set of psychological and sociodemographic factors associated with their vocabulary, drawing on data from a large, nationally representative sample of children born in 2000. The dependent variable was maternal vocabulary assessed when cohort members were at fourteen years of age, and the mothers were in their mid-forties. Data were also collected when cohort members were at birth, 9 months old, and at ages 3, 7, 11 and 14 years. Correlational analysis showed that family income at birth, parent-child relationship quality at age 3, maternal educational qualifications at age 11, and maternal personality trait Openness at age 14 were significantly and positively associated with maternal vocabulary. It also showed maternal malaise at 9 months and children's behavioral adjustment at age 7, and maternal traits Neuroticism and Agreeableness at age 14 were significantly and negatively associated with maternal vocabulary. Maternal age was also significantly and positively associated with vocabulary. Regression analysis showed that maternal age, malaise, parent-child relationship quality, children's behavioral adjustment, maternal educational qualifications, and traits Openness and Agreeableness were significant predictors of maternal vocabulary, accounting for 33% of total variance. The implications and limitations are discussed.

Intelligence, Personality and Tolerance of Ambiguity

In this study, 3836 adults completed a personality test (the HPTI) and a multidimensional intelligence test (GIA). Two prominent theories that link personality traits to intelligence (compensation and investment) were tested. There were more sex differences in the personality traits than in the IQ scores. Correlational and regression analyses results provided little evidence for either theory but pointed to the role of tolerance of ambiguity as a consistently significant, positive correlate of IQ at both the facet and domain levels. The role of this neglected trait is discussed. Limitations of various aspects of this study and its implications are considered.

Individual differences in everyday multitasking behavior and its relation to cognition and personality

Our ability to multitask-focus on multiple tasks simultaneously-is one of the most critical functions of our cognitive system. This capability has shown to have relations to cognition and personality in empirical studies, which have received much attention recently. This review article integrates the available findings to examine how individual differences in multitasking behavior are linked with different cognitive constructs and personality traits to conceptualize what multitasking behavior represents. In this review, we highlight the methodological differences and theoretical conceptions. Cognitive constructs including executive functions (i.e., shifting, updating, and inhibition), working memory, relational integration, divided attention, reasoning, and prospective memory were investigated. Concerning personality, the traits of polychronicity, impulsivity, and the five-factor model were considered. A total of 43 studies met the inclusion criteria and entered the review. The research synthesis directs us to propose two new conceptual models to explain multitasking behavior as a psychometric construct. The first model demonstrates that individual differences in multitasking behavior can be explained by cognitive abilities. The second model proposes that personality traits constitute a moderating effect on the relation between multitasking behavior and cognition. Finally, we provide possible future directions for the line of research.

Range Restriction Affects Factor Analysis: Normality, Estimation, Fit, Loadings, and Reliability

A sample suffers range restriction (RR) when its variance is reduced comparing with its population variance and, in turn, it fails representing such population. If the RR occurs over the latent factor, not directly over the observed variable, the researcher deals with an indirect RR, common when using convenience samples. This work explores how this problem affects different outputs of the factor analysis: multivariate normality (MVN), estimation process, goodness-of-fit, recovery of factor loadings, and reliability. In doing so, a Monte Carlo study was conducted. Data were generated following the linear selective sampling model, simulating tests varying their sample size ( N = 200 and 500 cases), test size ( J = 6, 12, 18, and 24 items), loading size ( L = .50, .70, and .90), and restriction size (from R = 1, .90, .80, and so on till .10 selection ratio). Our results systematically suggest that an interaction between decreasing the loading size and increasing the restriction size affects the MVN assessment, obstructs the estimation process, and leads to an underestimation of the factor loadings and reliability. However, most of the MVN tests and most of the fit indices employed were nonsensitive to the RR problem. We provide some recommendations to applied researchers.

Personality traits and perceived cognitive function in lebanese healthcare professionals

BACKGROUND

The healthcare field, a well-known field associated with variety of stressors, leaves healthcare professionals at an increased risk of both physical and mental problems. COVID-19 pandemic has recently been added to the stressful factors by endangering further the cognitive function of healthcare workers. On another hand, personality traits have been shown to have pervasive associations with functioning across various cognitive domains. Thus, this study aims to evaluate association between personality traits and perceived cognitive function among healthcare professionals in Lebanon during the collapsing period (following the severe economic crisis and the COVID-19 pandemic).

METHODS

This cross-sectional study was conducted between November 2021 and January 2022 enrolled 406 Lebanese participants using the convenience sampling technique for data collection. Healthcare professionals from all specialties who received the online link to the survey were eligible to participate. The Big Five Inventory-2 (BFI-2) and Fact Cog scale were used to assess personality traits and cognitive function.

RESULTS

After adjustment over all variables (age, gender, household crowding index, physical activity index, marital status, profession and the other four personality traits), higher negative emotionality was significantly associated with a worse cognitive function, whereas more extroversion and conscientiousness were significantly associated with a better cognitive function.

CONCLUSION

Our study adds to the narrow body of research revolving around the relationship between personality traits and perceived cognitive function in Lebanese healthcare professionals during these hard times in Lebanon. These results show that the choice of these cognitive processes is strongly affected by different personality traits, such as extroversion, conscientiousness, and negative emotionality. This study encourages the need to conduct further research that assess the changes in cognition in life stressors along with personality traits.

Gender differences in academic performance of students studying Science Technology Engineering and Mathematics (STEM) subjects at the University of Ghana

Using a mixed-methods research design, this study compares academic performance of males and females studying STEM subjects or courses at the university level with that of the senior high school level performance. The factors contributing to the gender differences in academic performance at the two levels of the educational ladder were also explored. Overall, the results show that the academic performance of males was better than females at the senior high school level, whilst at the tertiary level, the academic performance of females appeared to have improved relative to that of males. Whilst gender stereotypes contributed greatly to differences in academic performance at the high school level, factors such as teaching methodologies and styles, motivation and support from parents, and advocacy campaigns on women's empowerment accounted for the improved academic performance of females at the tertiary levels. On the other hand, males' engagements in extra-curricular activities and other economic ventures, which are also linked to broader socio-economic influences such as economic hardship, financial constraints, and gendered ideologies tend to affect the academic performance of males at that level. We recommend that whilst emphasis is placed on getting more females in STEM disciplines and careers, it is equally important to focus on males. This requires continuous education and sensitisation of gender stereotypes and policy measures to sustain both males and females in STEM for overall national development.

Conscientiousness and Cognitive Ability as Predictors of Academic Achievement: Evidence of Synergistic Effects From Integrative Data Analysis

Cognitive ability is the most powerful predictor of academic achievement. However, increasing attention is being paid to the role of personality traits in students’ academic achievement. Results indicate incremental effects beyond cognitive ability, especially for conscientiousness. Investigating the interplay of conscientiousness and cognitive ability can increase understanding of students’ academic achievement and learning. This study examined whether there are interaction effects of a synergistic or compensatory nature. We applied the approach of integrative data analysis, using four highly powered data sets with a total of 18,637 upper secondary school students in Germany to investigate this research question across four different achievement measures and three educational domains (i.e., school subjects). We used an integrative approach and pooled the results across the four samples to obtain an average estimate of the hypothesized interaction effects. Findings support a small synergistic interaction, indicating that conscientiousness moderates the association between cognitive ability and achievement. This means conscientiousness can enhance the positive effects of cognitive ability. In conclusion, results highlight the role of the type of academic measure used and the domain investigated in understanding how personality and achievement are related, providing evidence of the interplay between effort-related traits such as conscientiousness and cognitive ability.

Fluid Intelligence and Competence Development in Secondary Schooling: No Evidence for a Moderating Role of Conscientiousness

Fluid intelligence and conscientiousness are important predictors of students’ academic performance and competence gains. Although their individual contributions have been widely acknowledged, less is known about their potential interplay. Do students profit disproportionately from being both smart and conscientious? We addressed this question using longitudinal data from two large student samples of the German National Educational Panel Study. In the first sample, we analyzed reading and mathematics competencies of 3778 fourth graders (Mage = 9.29, 51% female) and gains therein until grade 7. In the second sample, we analyzed the same competencies in 4942 seventh graders (Mage = 12.49, 49% female) and gains therein until grade 9. The results of (moderated) latent change score models supported fluid intelligence as the most consistent predictor of competence levels and gains, whereas conscientiousness predicted initial competence levels in mathematics and reading as well as gains in mathematics (but not reading) only in the older sample. There was no evidence for interaction effects between fluid intelligence and conscientiousness. We found only one statistically significant synergistic interaction in the older sample for gains in reading competence, which disappeared when including covariates. Although our findings point to largely independent effects of fluid intelligence and conscientiousness on competence gains, we delineate avenues for future research to illuminate their potential interplay.

The Contribution of Personality and Intelligence Toward Cognitive Competences in Higher Education

Personality and cognition are found to be two interrelated concepts and to both have a predictive power on educational and life outcomes. With this study we aimed at evaluating the extent to which personality traits interact with cognition in acquiring cognitive competences during higher education. In a sample of university students at different stages of their career and from different fields of study, we collected Big Five traits, as a measure of personality, and Intelligent Quotient (IQ), as a proxy of cognition. A set of multiple regressions served to explore the relative contribution of IQ and personality traits on the performance on two cognitive competences tests: literacy and numeracy. Results showed that IQ highly modulated numeracy but had a moderate or no impact on literacy while, compared with IQ, personality affects literacy more. In a further explorative analysis, we observed that both the effects of personality and IQ on cognitive competences were modulated by the level of the students' career (freshmen, undergraduates, and bachelor graduates). Different traits, and particularly conscientiousness, increased or decreased their impact on achieved scores depending on the educational level, while IQ lost its effect in undergraduates suggesting that personal dispositions become more influential in advancing the academic carrier. Finally, the field of study resulted to be a predictor of numeracy, but also an important covariate altering the pattern of personality impact.

A Unification of Mediator, Confounder, and Collider Effects

Third-variable effects, such as mediation and confounding, are core concepts in prevention science, providing the theoretical basis for investigating how risk factors affect behavior and how interventions change behavior. Another third variable, the collider, is not commonly considered but is also important for prevention science. This paper describes the importance of the collider effect as well as the similarities and differences between these three third-variable effects. The single mediator model in which the third variable (T) is a mediator of the independent variable (X) to dependent variable (Y) effect is used to demonstrate how to estimate each third-variable effect. We provide difference in coefficients and product of coefficients estimators of the effects and demonstrate how to calculate these values with real data. Suppression effects are defined for each type of third-variable effect. Future directions and implications of these results are discussed.

Teachers’ perceived information literacy self-efficacy

The aim of this research was to examine the factors that might correlate with variables that may explain teachers’ perceptions of their information literacy self-efficacy level. The study was conducted among 101 teachers during the 2018 academic year. It used the following questionnaires: information literacy self-efficacy level, being a digital newcomer/native, personality variables taken from the Big Five model, mastery of computer applications, personal characteristics, and participation in a digital program. Researchers used a quantitative methodology. Findings present a correlation between teachers’ perceptions of their information literacy self-efficacy level and openness to experience and neuroticism, teachers’ level of digital skills, and teachers’ participation in a digital program. We propose that the ministry of education should focus on developing pre-service teachers’ and teachers’ information literacy skills, thus enhancing their information literacy self-efficacy.

Education and Cognitive Functioning Across the Life Span

Cognitive abilities are important predictors of educational and occupational performance, socioeconomic attainment, health, and longevity. Declines in cognitive abilities are linked to impairments in older adults' everyday functions, but people differ from one another in their rates of cognitive decline over the course of adulthood and old age. Hence, identifying factors that protect against compromised late-life cognition is of great societal interest. The number of years of formal education completed by individuals is positively correlated with their cognitive function throughout adulthood and predicts lower risk of dementia late in life. These observations have led to the propositions that prolonging education might (a) affect cognitive ability and (b) attenuate aging-associated declines in cognition. We evaluate these propositions by reviewing the literature on educational attainment and cognitive aging, including recent analyses of data harmonized across multiple longitudinal cohort studies and related meta-analyses. In line with the first proposition, the evidence indicates that educational attainment has positive effects on cognitive function. We also find evidence that cognitive abilities are associated with selection into longer durations of education and that there are common factors (e.g., parental socioeconomic resources) that affect both educational attainment and cognitive development. There is likely reciprocal interplay among these factors, and among cognitive abilities, during development. Education-cognitive ability associations are apparent across the entire adult life span and across the full range of education levels, including (to some degree) tertiary education. However, contrary to the second proposition, we find that associations between education and aging-associated cognitive declines are negligible and that a threshold model of dementia can account for the association between educational attainment and late-life dementia risk. We conclude that educational attainment exerts its influences on late-life cognitive function primarily by contributing to individual differences in cognitive skills that emerge in early adulthood but persist into older age. We also note that the widespread absence of educational influences on rates of cognitive decline puts constraints on theoretical notions of cognitive aging, such as the concepts of cognitive reserve and brain maintenance. Improving the conditions that shape development during the first decades of life carries great potential for improving cognitive ability in early adulthood and for reducing public-health burdens related to cognitive aging and dementia.

Obtaining Unbiased Results in Meta-Analysis: The Importance of Correcting for Statistical Artifacts

Most published meta-analyses address only artifactual variance due to sampling error and ignore the role of other statistical and psychometric artifacts, such as measurement error variance (due to factors including unreliability of measurements, group misclassification, and variable treatment strength) and selection effects (including range restriction or enhancement and collider biases). These artifacts can have severe biasing effects on the results of individual studies and meta-analyses. Failing to account for these artifacts can lead to inaccurate conclusions about the mean effect size and between-studies effect-size heterogeneity, and can influence the results of meta-regression, publication-bias, and sensitivity analyses. In this article, we provide a brief introduction to the biasing effects of measurement error variance and selection effects and their relevance to a variety of research designs. We describe how to estimate the effects of these artifacts in different research designs and correct for their impacts in primary studies and meta-analyses. We consider meta-analyses of correlations, observational group differences, and experimental effects. We provide R code to implement the corrections described.

Not Restricted to Selection Research: Accounting for Indirect Range Restriction in Organizational Research

Range restriction is a common problem in organizational research and is an important statistical artifact to correct for in meta-analysis. Historically, researchers have had to rely on range-restriction corrections that only make use of range-restriction information for one variable, but it is not uncommon for researchers to have such information for both variables in a correlation (e.g., when studying the correlation between two predictor variables). Existing meta-analytic methods incorporating bivariate range-restriction corrections overlook their unique implications for estimating the sampling variance of corrected correlations and for accurately assigning weights to studies in individual-correction meta-analyses. We introduce new methods for computing individual-correction and artifact-distribution meta-analyses using the bivariate indirect range restriction (BVIRR; “Case V”) correction and describe improved methods for applying BVIRR corrections that substantially reduce bias in parameter estimation. We illustrate the effectiveness of these methods in a large-scale simulation and in meta-analyses of expatriate data. We provide R code to implement the methods described in this article; more comprehensive and robust functions for applying these methods are available in the psychmeta package for R.

Ability Tests Measure Personality, Personality Tests Measure Ability: Disentangling Construct and Method in Evaluating the Relationship between Personality and Ability

Although personality and cognitive ability are separate (sets of) constructs, we argue and demonstrate in this article that their effects are difficult to tease apart, because personality affects the performance on cognitive tests and cognitive ability affects the item responses on personality assessments. Cognitive ability is typically measured with tests of items with correct answers; personality is typically measured with rating-scale self-reports. Oftentimes conclusions regarding the personality-ability relationship have as much to do with measurement methods as with the construct similarities and differences. In this article, we review key issues that touch on the relationship between cognitive ability and personality. These include the construct-method distinction, sources of test score variance, the maximal vs. typical performance distinction, and the special role for motivation in low-stakes testing. We review a general response model for cognitive and personality tests that recognizes those sources of test score variance. We then review the approaches for measuring personality through performance (objective personality tests, grit game, coding speed, economic preferences, and confidence), test and survey behavior (survey effort, response time, and item position effects), and real-world behavior (study time, registration latency, behavior residue, and social media). We also discuss ability effects on personality tests, indicated by age and cognitive ability effects, anchoring vignette rating errors, and instructions to 'fake good'. We conclude with a discussion of the implications for our understanding of personality and ability differences, and suggestions for integrating the fields.

Relationships between Personality and Cognitive Ability: A Facet-Level Analysis

A growing body of research supports the notion that cognitive abilities and personality are systematically related. However, this research has focused largely on global personality dimensions and single-often equally global-markers of cognitive ability. The present study offers a more fine-grained perspective. Specifically, it is one of the first studies to comprehensively investigate the associations between both fluid and crystallized intelligence with Big Five personality domains as well as their facets. Based on a heterogeneous sample of the adult population in Germany (N = 365), our study yielded three key findings. First, personality was more strongly related to crystallized intelligence than to fluid intelligence. This applied both to the total variance explained and to the effect sizes of most of the Big Five domains and facets. Second, facets explained a larger share of variance in both crystallized and fluid intelligence than did domains. Third, the associations of different facets of the same domain with cognitive ability differed, often quite markedly. These differential associations may substantially reduce-or even suppress-the domain-level associations. Our findings clearly attest to the added value of a facet-level perspective on the personality-cognitive ability interface. We discuss how such a fine-grained perspective can further theoretical understanding and enhance prediction.

Development of Indirect Measures of Conscientiousness: Combining a Facets Approach and Network Analysis

Because indirect measures of personality self–concepts such as the Implicit Association Test (IAT) allow tapping into automatic processes, they can offer advantages over self–report measures. However, prior investigations have led to mixed results regarding the validity of indirect measures of conscientiousness. We suggest that these results might be due to a failure to consider the different facets of conscientiousness. These facets are of crucial importance because they are associated differentially with other psychobiological constructs and they are also characterized by different mechanisms. Therefore, focusing on facets while developing indirect measures of conscientiousness may improve the validity of such measures. In Study 1, we conducted a psycholexical investigation to develop one IAT for each conscientiousness facet. In Study 2, we examined the convergent and discriminant validities of each facet IAT in relation to self–report measures, peer–report measures and self–report behavioural indicators, and we investigated differential associations of the conscientiousness facets with working memory capacity and self–control. We employed network analysis as a novel approach to elucidate differential relationships involving personality facets. The results corroborated the convergent and discriminant validity of the conscientiousness facet IATs with self–reports and showed that the conscientiousness facets were differentially associated with working memory capacity and with self–control. Copyright © 2015 European Association of Personality Psychology