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Rosholm M, Bodilsen ST, Michel B, Nielsen AS. Predictive risk modeling for child maltreatment detection and enhanced decision-making: Evidence from Danish administrative data. PLoS One 2024; 19:e0305974. [PMID: 38985689 PMCID: PMC11236184 DOI: 10.1371/journal.pone.0305974] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2023] [Accepted: 06/05/2024] [Indexed: 07/12/2024] Open
Abstract
Child maltreatment is a widespread problem with significant costs for both victims and society. In this retrospective cohort study, we develop predictive risk models using Danish administrative data to predict removal decisions among referred children and assess the effectiveness of caseworkers in identifying children at risk of maltreatment. The study analyzes 195,639 referrals involving 102,309 children Danish Child Protection Services received from April 2016 to December 2017. We implement four machine learning models of increasing complexity, incorporating extensive background information on each child and their family. Our best-performing model exhibits robust predictive power, with an AUC-ROC score exceeding 87%, indicating its ability to consistently rank referred children based on their likelihood of being removed. Additionally, we find strong positive correlations between the model's predictions and various adverse child outcomes, such as crime, physical and mental health issues, and school absenteeism. Furthermore, we demonstrate that predictive risk models can enhance caseworkers' decision-making processes by reducing classification errors and identifying at-risk children at an earlier stage, enabling timely interventions and potentially improving outcomes for vulnerable children.
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Affiliation(s)
- Michael Rosholm
- Department of Economics and Business Economics, Aarhus University, Aarhus, Denmark
- TrygFonden's Centre for Child Research, Aarhus University, Aarhus, Denmark
- IZA Institute of Labor Economics, Bonn, Germany
- Centre for Integrated Register-based Research, Aarhus University, Aarhus, Denmark
| | - Simon Tranberg Bodilsen
- Department of Economics and Business Economics, Aarhus University, Aarhus, Denmark
- TrygFonden's Centre for Child Research, Aarhus University, Aarhus, Denmark
- Centre for Integrated Register-based Research, Aarhus University, Aarhus, Denmark
| | - Bastien Michel
- TrygFonden's Centre for Child Research, Aarhus University, Aarhus, Denmark
- School of Economics and Management, Nantes University, Nantes, France
| | - Albeck Søren Nielsen
- Department of Economics and Business Economics, Aarhus University, Aarhus, Denmark
- TrygFonden's Centre for Child Research, Aarhus University, Aarhus, Denmark
- Centre for Integrated Register-based Research, Aarhus University, Aarhus, Denmark
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Sergi I, Ariemma L, Gallucci M, Gnisci A, Marcone R, Perugini M, Senese VP, Mottola F. How HEXACO personality traits are involved in school performance of middle school adolescents (10-14 years). Acta Psychol (Amst) 2024; 247:104319. [PMID: 38761755 DOI: 10.1016/j.actpsy.2024.104319] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2024] [Revised: 05/07/2024] [Accepted: 05/10/2024] [Indexed: 05/20/2024] Open
Abstract
This paper aimed at investigating the relationship between HEXACO personality traits and academic performance in two samples of Italian 10-14 years old middle-school adolescents (N = 714 and N = 1093) using Multilevel Mixed Models. The main results show that: 1) Conscientiousness and Openness to Experience were the most important predictors of school performance, followed by Honesty-Humility; 2) a modest effect was present also for eXtraversion and Emotionality; 3) these influences occurred net of the influence of gender and class and could be generalized to male and female adolescents across 6th, 7th and 8th grade; 5) Perfectionism, Diligence and Prudence within Conscientiousness, Inquisitiveness within Openness, and Sincerity within Honesty-Humility were the facets more correlated with school performance; 6) results were replicated in two studies. Results are discussed and conclusions are drawn.
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Affiliation(s)
- Ida Sergi
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy
| | - Lucia Ariemma
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy
| | - Marcello Gallucci
- Department of Psychology, University of Milan-Bicocca, Piazza dell'Ateneo Nuovo, 1, 20126 Milan, Italy
| | - Augusto Gnisci
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy.
| | - Roberto Marcone
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy
| | - Marco Perugini
- Department of Psychology, University of Milan-Bicocca, Piazza dell'Ateneo Nuovo, 1, 20126 Milan, Italy
| | - Vincenzo Paolo Senese
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy
| | - Francesca Mottola
- Department of Psychology, University of Campania "Luigi Vanvitelli", Viale Ellittico, 31, 81100 Caserta, Italy
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Marengo D, Settanni M. Examining the Postdictive Validity of Self-Report Big Five Personality Traits with Objective Recordings of Online Behaviors: A Ten-Year Retrospective Study Using Facebook Page Likes. Heliyon 2024; 10:e32746. [PMID: 39021967 PMCID: PMC11252878 DOI: 10.1016/j.heliyon.2024.e32746] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2024] [Revised: 05/25/2024] [Accepted: 06/07/2024] [Indexed: 07/20/2024] Open
Abstract
The present study investigated the postdictive validity of self-report Big Five personality traits using over ten years of recording of online behaviors, namely Facebook Page Likes. We explored how personality traits correlate with interests and preferences expressed through Facebook Likes recorded up to ten years before the personality assessment and examined the consistency of these correlations over time. The recruited sample consisted of 601 adult Facebook users, predominantly young adults, with 73.70 % female and 26.30 % male participants. Facebook Page Likes data were analyzed using topic modeling techniques to extract meaningful indicators of individual difference in user interests. Findings revealed significant associations between personality traits and participants' interests as expressed using Likes over ten years of online activity. Conscientiousness showed consistent negative correlations with leisure and entertainment interests. Openness to Experience positively correlated with interests in artistic and cultural fields, including non-profit organizations, theaters, musicians, and entertainment and media. Extraversion demonstrated positive correlations with social entertainment, such as nightclubs and restaurants. Agreeableness and Emotional Stability did not show significant average associations. There was a negative correlation between the number of Likes and Conscientiousness, suggesting that individuals that are more conscientious express fewer Page Likes. Conversely, a positive correlation existed between Page Likes and Openness. Overall, correlations were small but mostly consistent over time, although correlations with the Openness trait suggested a stronger association with more recent interests. This research underscores the enduring influence of personality on online behaviors, including activity on social media.
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Bardach L, Hübner N, Nagengast B, Trautwein U, von Stumm S. Personality, intelligence, and academic achievement: Charting their developmental interplay. J Pers 2023; 91:1326-1343. [PMID: 36650902 DOI: 10.1111/jopy.12810] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Revised: 12/10/2022] [Accepted: 01/12/2023] [Indexed: 01/19/2023]
Abstract
OBJECTIVE Although intelligence and personality traits have long been recognized as key predictors of students' academic achievement, little is known about their longitudinal and reciprocal associations. Here, we charted the developmental interplay of intelligence, personality (Big Five) and academic achievement in 3880 German secondary school students, who were assessed four times between the ages 11 and 14 years (i.e., in grades 5, 6, 7, and 8). METHOD We fitted random intercept cross-lagged panel models (RI-CLPs) to investigate reciprocal within-person associations between (a) academic achievement and intelligence, (b) academic achievement and personality, as well as (c) intelligence and personality. RESULTS The results revealed negative within-person associations between Conscientiousness and Extraversion assessed at the first wave of measurement and intelligence assessed at the second wave. None of the reciprocal personality-achievement associations attained statistical significance. Academic achievement and intelligence showed reciprocal within-person relations, with the strongest coefficients found for achievement longitudinally predicting intelligence. CONCLUSIONS Our work contributes to developmental theorizing on interrelations between personality, intelligence, and academic achievement, as well as to within-person conceptualizations in personality research.
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Affiliation(s)
- Lisa Bardach
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
| | - Nicolas Hübner
- Institute of Education, University of Tübingen, Tübingen, Germany
| | - Benjamin Nagengast
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
- Department of Education and the Brain & Motivation Research Institute (bMRI), Korea University, Seoul, Republic of Korea
| | - Ulrich Trautwein
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Tübingen, Germany
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Constantinou A, von Soest T, Zachrisson HD, Torvik FA, Cheesman R, Ystrom E. Childhood personality and academic performance: A sibling fixed-effects study. J Pers 2023. [PMID: 38018625 DOI: 10.1111/jopy.12900] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2022] [Revised: 10/20/2023] [Accepted: 10/25/2023] [Indexed: 11/30/2023]
Abstract
OBJECTIVE This study investigated the associations between personality traits at age 8 and academic performance between ages 10 and 14, controlling for family confounds. BACKGROUND Many studies have shown links between children's personality traits and their school performance. However, we lack evidence on whether these associations remain after genetic and environmental confounders are accounted for. METHOD Sibling data from the Norwegian Mother and Child Cohort Study (MoBa) were used (n = 9701). First, we estimated the overall associations between Big Five personality traits and academic performance, including literacy, numeracy, and foreign language. Second, we added sibling fixed effects to remove unmeasured confounders shared by siblings as well as rating bias. RESULTS Openness to Experience (between-person β = 0.22 [95% CI: 0.21-0.24]) and Conscientiousness (between-person β = 0.18 [95% CI 0.16-0.20]) were most strongly related to educational performance. Agreeableness (between-person β = 0.06 [95% CI -0.08-0.04]) and Extraversion (between-person β = 0.02 [95% CI 0.00-0.04]) showed small associations with educational performance. Neuroticism had a moderate negative association (between-person β = -0.14 [95% CI -0.15-0.11]). All associations between personality and performance were robust to confounding: the within-family estimates from sibling fixed-effects models overlapped with the between-person effects. Finally, childhood personality was equally predictive of educational performance across ages and genders. CONCLUSIONS Although family background is influential for academic achievement, it does not confound associations with personality. Childhood personality traits reflect unbiased and consistent individual differences in educational potential.
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Affiliation(s)
| | - Tilmann von Soest
- Department of Psychology, University of Oslo, Oslo, Norway
- Norwegian Social Research (NOVA), Oslo Metropolitan University, Oslo, Norway
| | | | - Fartein Ask Torvik
- Department of Psychology, University of Oslo, Oslo, Norway
- Centre for Fertility and Health, Norwegian Institute of Public Health, Oslo, Norway
| | - Rosa Cheesman
- Department of Psychology, University of Oslo, Oslo, Norway
| | - Eivind Ystrom
- Department of Psychology, University of Oslo, Oslo, Norway
- Department of Child Development, Norwegian Institute of Public Health, Oslo, Norway
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Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures. EDUCATIONAL PSYCHOLOGY REVIEW 2023. [DOI: 10.1007/s10648-023-09736-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
AbstractStudents’ academic achievement is a central predictor of a long list of important educational outcomes, such as access to higher education and socioeconomic success. Prior studies have extensively focused on identifying variables that are related to academic achievement and an important variable in this context appears to be students’ personality. Notably, although findings from more recent studies suggested that the association between student achievement and personality varies by the subject domain (language vs. STEM) and the type of achievement measure (grades vs. test scores), systematic meta-analytical evidence is still lacking. To address this gap in the educational research literature, we conducted a meta-analysis based on 78 studies, with 1491 effect sizes representing data from 500,218 students and 110 samples from elementary to high school. We used a random-effects model with robust variance estimation to calculate mean effect sizes and standard deviations. We found moderating effects of measure or domain for all five personality traits, with differences in the direction of the effects. Our results highlight the importance of the domain and measure when examining how personality traits relate to academic achievement in school. The combination of subject domain and achievement was also found to be relevant for some of the traits. These findings emphasize that subject domains and types of achievement measures should be explicitly considered when investigating the personality saturation of student achievement. We discuss implications for future research, highlighting that there is no “best” or “more objective” achievement measure but, instead, that achievement measures should be chosen based on the research question of interest.
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Li L, Wu B, Patwary AK. The Psychosocial Factors Affecting Chinese Outbound Exchange and Mobility Students' Academic Performance During COVID-19. Front Psychol 2022; 13:872516. [PMID: 36017423 PMCID: PMC9397364 DOI: 10.3389/fpsyg.2022.872516] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2022] [Accepted: 05/18/2022] [Indexed: 11/13/2022] Open
Abstract
COVID-19 has affected every aspect of our life, including economic, social, and academic. Exchange and mobility students face more difficulties overseas, and Chinese students are no exception. However, e-learning has been introduced by institutions in many countries. The present study examines the psychosocial factors affecting the academic performance of Chinese outbound exchange and mobility students during the COVID-19 pandemic. The study surveys about 186 Chinese outbound exchange and mobility students. The present study performs the quantitative data analysis using Partial Least Square Structural Equation Modeling (PLS-SEM) through the Smart PLS software version 3. By confirming the measurement model and structural model assessments, the study finds that personality, social support, and language fluency are psychosocial factors that significantly influence the exchange and mobility students' academic performance. This study contributes by establishing relationships among psychosocial factors, language fluency and academic performance. Besides, practitioners can be benefitted by understanding students' psychosocial factors and its relation to academic performance during COVID-19 pandemic.
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Affiliation(s)
- Liu Li
- School of Management, North Minzu University, Yinchuan, China
| | - Baijun Wu
- School of Marxism Studies, Chengde Medical University, Chengde, China
| | - Ataul Karim Patwary
- Faculty of Hospitality, Tourism and Wellness, Universiti Malaysia Kelantan, Kota Bharu, Malaysia
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8
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Boman B. The influence of SES, cognitive, and non-cognitive abilities on grades: cross-sectional and longitudinal evidence from two Swedish cohorts. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s10212-022-00626-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AbstractIt is well established that socioeconomic status, cognitive ability, and non-cognitive abilities such as self-efficacy are substantially associated with academic achievement. However, the specific relationships of these variables remain a relatively unexplored topic in regard to more recent and representative samples. The current study examined such relations by taking advantage of two cohorts (total N = 12,315) of Swedish students at the elementary (Grade 6) and lower-secondary school levels (Grade 8) in the compulsory school. The regression models showed that all three variables explained a substantial portion of grade variance, with cognitive ability having the strongest relationship, followed by non-cognitive abilities, and SES. Longitudinal associations, which accounted for previous academic achievement, showed that the three variables did still explain a substantial amount of grade variance.
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Beyond Competencies: Associations between Personality and School Grades Are Largely Independent of Subject-Specific and General Cognitive Competencies. J Intell 2022; 10:jintelligence10020026. [PMID: 35645235 PMCID: PMC9149965 DOI: 10.3390/jintelligence10020026] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/26/2022] [Revised: 03/31/2022] [Accepted: 04/25/2022] [Indexed: 01/23/2023] Open
Abstract
The Big Five personality traits are established predictors of school grades. However, the mechanisms underlying these associations are not yet well understood. Effects of personality on grades might arise because behavioral tendencies facilitate learning and increase subject-specific competencies. Alternatively, personality effects on grades might be independent of cognitive competencies and reflect otherwise valued behaviors or teachers’ grading practices. In the current study, we drew on large-scale data of 7th and 9th graders in Germany to explore the extent to which personality predicted grades even after accounting for competencies. Controlling for competencies and other key covariates, we cross-sectionally and longitudinally examined personality–grade associations across different school subjects, grade levels, and school types. Results indicate that the predictive power of personality is largely independent of subject-specific and general cognitive competencies. The largest effects emerged for conscientiousness. For openness, associations with grades partly overlapped with competencies, suggesting that openness may operate by fostering competencies. Overall, our results suggest that the associations between personality and grades unfold mostly independently of course mastery. This finding underlines the socioemotional value of personality in the classroom and encourages a more fine-grained view of the interplay between personality, competencies, classroom behavior, and grades.
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Jia R, Bahoo R, Cai Z, Jahan M. The Hexaco Personality Traits of Higher Achievers at the University Level. Front Psychol 2022; 13:881491. [PMID: 35496234 PMCID: PMC9051429 DOI: 10.3389/fpsyg.2022.881491] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2022] [Accepted: 03/11/2022] [Indexed: 11/13/2022] Open
Abstract
This study attempted to explore the personality traits of higher achievers at the university level. The core objective of this investigation was to illustrate the nature of personality traits of the higher achievers' students. To study this phenomenon, a quantitative research approach was used. The students were chosen by using a purposive sampling technique and included 758 high achievers enrolled in various programs at the Chinese universities. Based on the Hexaco model of personality, a questionnaire was used to gather information from respondents as a research tool to examine the personality traits of position holders after an extensive review of the relevant literature. Tool validity was determined by following the face, content, construct (convergent and discriminant validity) validation process. This investigation concluded that honesty, emotionality, and openness to experience were very high among the higher achievers' students. Only honesty in female higher achievers' students was significantly high than male, remaining factors "extraversion, agreeableness, conscientiousness, and openness to experience" were significantly high among male higher achievers' students. Moreover, the higher achievers of science group students were more extraversion, agreeableness, and conscientiousness than arts group students. However, higher achievers in hostels were more emotional and agreeableness than the day scholars. Overall step-wise regression analysis, indicated that agreeableness and extraversion factor has significant influence on higher achievers.
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Affiliation(s)
- Ruofan Jia
- School of Humanities and Social Science, Xi’an Jiaotong University, Xi’an, China
| | - Rabia Bahoo
- Department of Education, The Government Sadiq College Women University Bahawalpur, Bahawalpur, Pakistan
| | - Zhendong Cai
- Department of Philosophy and Religion, Research Center for Philosophy of Science and Technology, Northeastern University, Shenyang, China
| | - Musarrat Jahan
- Department of Special Education, The Islamia University of Bahawalpur, Bahawalpur, Pakistan
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Cognitive ability and conscientiousness are more important than SES for educational attainment: An analysis of the UK Millennium Cohort Study. PERSONALITY AND INDIVIDUAL DIFFERENCES 2022. [DOI: 10.1016/j.paid.2021.111471] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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12
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Predicting Academic Performance: Analysis of Students’ Mental Health Condition from Social Media Interactions. Behav Sci (Basel) 2022; 12:bs12040087. [PMID: 35447659 PMCID: PMC9027872 DOI: 10.3390/bs12040087] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2022] [Revised: 02/21/2022] [Accepted: 03/15/2022] [Indexed: 01/27/2023] Open
Abstract
Social media have become an indispensable part of peoples’ daily lives. Research suggests that interactions on social media partly exhibit individuals’ personality, sentiment, and behavior. In this study, we examine the association between students’ mental health and psychological attributes derived from social media interactions and academic performance. We build a classification model where students’ psychological attributes and mental health issues will be predicted from their social media interactions. Then, students’ academic performance will be identified from their predicted psychological attributes and mental health issues in the previous level. Firstly, we select samples by using judgmental sampling technique and collect the textual content from students’ Facebook news feeds. Then, we derive feature vectors using MPNet (Masked and Permuted Pre-training for Language Understanding), which is one of the latest pre-trained sentence transformer models. Secondly, we find two different levels of correlations: (i) users’ social media usage and their psychological attributes and mental health status and (ii) users’ psychological attributes and mental health status and their academic performance. Thirdly, we build a two-level hybrid model to predict academic performance (i.e., Grade Point Average (GPA)) from students’ Facebook posts: (1) from Facebook posts to mental health and psychological attributes using a regression model (SM-MP model) and (2) from psychological and mental attributes to the academic performance using a classifier model (MP-AP model). Later, we conduct an evaluation study by using real-life samples to validate the performance of the model and compare the performance with Baseline Models (i.e., Linguistic Inquiry and Word Count (LIWC) and Empath). Our model shows a strong performance with a microaverage f-score of 0.94 and an AUC-ROC score of 0.95. Finally, we build an ensemble model by combining both the psychological attributes and the mental health models and find that our combined model outperforms the independent models.
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Israel A, Brandt ND, Spengler M, Göllner R, Lüdtke O, Trautwein U, Wagner J. The longitudinal interplay of personality and school experiences in adolescence. EUROPEAN JOURNAL OF PERSONALITY 2022. [DOI: 10.1177/08902070211062326] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The school environment is one key developmental context that is assumed to shape individual characteristics during adolescence. However, little is known about which school experiences are central to personality change or whether school experiences and personality co-shape each other over time. We address this gap by examining the longitudinal interplay between seven school experiences in the three domains of achievement, social relationships, and well-being, and the Big Five personality traits at four measurement points from fifth to eighth grade. By using data from the German TRAIN study ( N = 3,473, MageT1 = 11.1 years, 45% female), we estimated bivariate latent growth curve models and cross-lagged panel models to illustrate this longitudinal interplay. Results demonstrated correlated change between school experiences and personality with differentiated patterns for achievement variables and a general longitudinal interplay with the social relationship and well-being variables. Furthermore, we found cross-lagged effects in both directions, although there were more effects of personality on school experiences. The most consistent predictor of school experiences was conscientiousness, whereas well-being in school in particular was related to personality change 1 year later. We integrate our findings into the current picture of personality development in adolescence and the role of school-related environmental factors.
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Affiliation(s)
- Anne Israel
- Department of Psychology, University of Hamburg, Germany
| | - Naemi D Brandt
- Department of Psychology, University of Hamburg, Germany
| | - Marion Spengler
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany
| | - Richard Göllner
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany
| | - Oliver Lüdtke
- Leibniz Institute for Science and Mathematics Education, Kiel, Germany
- Centre for International Student Assessment (ZIB), Germany
| | - Ulrich Trautwein
- Hector Research Institute of Education Sciences and Psychology, University of Tübingen, Germany
| | - Jenny Wagner
- Department of Psychology, University of Hamburg, Germany
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14
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A Study on the Personality Traits and Their Influencing Factors of Children from Poor Families from the Perspective of Psychological Education. JOURNAL OF HEALTHCARE ENGINEERING 2022; 2022:3002993. [PMID: 35126915 PMCID: PMC8808198 DOI: 10.1155/2022/3002993] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/01/2021] [Revised: 12/21/2021] [Accepted: 12/23/2021] [Indexed: 11/17/2022]
Abstract
The problem of poor children’s psychological development has been widely concerned by governments all over the world. At present, the research results of poor children’s psychological development show that poor children mainly have cognitive, mental health, and behavioral problems. This paper studies the personality traits and their influencing factors of children from poor families from the perspective of psychological education. By giving the definition of children from poor families and poor families, this paper analyzes the psychological development of poor children, analyzes the personality traits and influencing factors of children from poor families from the perspective of psychological education, obtains the standard scores of 16 personality traits and their dimensional personality factors and personality factors, and uses the clustering method to realize the difference analysis of personality characteristics of various samples. From the perspective of quantitative psychological education, this paper analyzes the correlation between personality traits and influencing factors of children from poor families in order to provide basis and reference for the government and society to implement targeted poverty alleviation and cut off the intergenerational transmission of poverty.
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15
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Metin B, Somer E, Abu-Rayya HM, Schimmenti A, Göçmen B. Perceived Stress During the COVID-19 Pandemic Mediates the Association Between Self-quarantine Factors and Psychological Characteristics and Elevated Maladaptive Daydreaming. Int J Ment Health Addict 2021; 21:1-13. [PMID: 34840537 PMCID: PMC8608233 DOI: 10.1007/s11469-021-00678-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 08/27/2021] [Indexed: 11/07/2022] Open
Abstract
Since the emergence of the COVID-19 pandemic, almost all countries have employed varying degrees of lockdown measures to limit the spread of the infection. Previous studies showed that individuals with maladaptive daydreaming (MD) are affected negatively by the lockdown. In this study, we explored a set of lockdown measures (e.g., self-quarantine) and personal factors (e.g., education, history of depression, and personality traits) that might potentially exacerbate MD experienced during the lockdown period. We also examined whether perceived stress acted as a mediator in the relationship between these factors and MD. During the first lockdown from April to June, we analyzed data provided by 1083 individuals from the USA, the UK, Italy, and Turkey. A path analysis revealed that perceived stress mediated the effects on MD of self-quarantine, previous episodes of depression, low education level, and introversion and emotional instability. Our study suggests a conceptual framework for the factors that intensify maladaptive daydreaming under the threats of the pandemic and forced home confinement, offering implications for interventions with vulnerable populations.
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Affiliation(s)
- Barış Metin
- Psychology Department, Üsküdar University, Altunizade Haluk Türksoy Sk. No:14, 34662 Üsküdar-İstanbul, Turkey
| | - Eli Somer
- School of Social Work, University of Haifa, Haifa, Israel
| | - Hisham M Abu-Rayya
- School of Social Work, University of Haifa, Haifa, Israel
- School of Psychology and Public Health, La Trobe University, Melbourne, Australia
| | - Adriano Schimmenti
- Faculty of Human and Social Sciences, Kore University of Enna, Enna, Italy
| | - Buse Göçmen
- Psychology Department, Üsküdar University, Altunizade Haluk Türksoy Sk. No:14, 34662 Üsküdar-İstanbul, Turkey
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16
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Mammadov S. Big Five personality traits and academic performance: A meta-analysis. J Pers 2021; 90:222-255. [PMID: 34265097 DOI: 10.1111/jopy.12663] [Citation(s) in RCA: 33] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2021] [Revised: 07/09/2021] [Accepted: 07/12/2021] [Indexed: 11/27/2022]
Abstract
OBJECTIVE AND METHOD This meta-analysis reports the most comprehensive assessment to date of the strength of the relationships between the Big Five personality traits and academic performance by synthesizing 267 independent samples (N = 413,074) in 228 unique studies. It also examined the incremental validity of personality traits above and beyond cognitive ability in predicting academic performance. RESULTS The combined effect of cognitive ability and personality traits explained 27.8% of the variance in academic performance. Cognitive ability was the most important predictor with a relative importance of 64%. Conscientiousness emerged as a strong and robust predictor of performance, even when controlling for cognitive ability, and accounted for 28% of the explained variance in academic performance. A significant moderating effect of education level was observed. The relationship of academic performance with openness, extraversion, and agreeableness demonstrated significantly larger effect sizes at the elementary/middle school level compared to the subsequent levels. Openness, despite its weak overall relative importance, was found to be an important determinant of student performance in the early years of school. CONCLUSION These findings reaffirm the critical role of personality traits in explaining academic performance through the most comprehensive assessment yet of these relationships.
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Affiliation(s)
- Sakhavat Mammadov
- The Department of Leadership, Technology, & Workforce Development, Valdosta State University, Valdosta, GA, USA
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Nasvytienė D, Lazdauskas T. Temperament and Academic Achievement in Children: A Meta-Analysis. Eur J Investig Health Psychol Educ 2021; 11:736-757. [PMID: 34563066 PMCID: PMC8314362 DOI: 10.3390/ejihpe11030053] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Revised: 07/07/2021] [Accepted: 07/08/2021] [Indexed: 11/16/2022] Open
Abstract
This study aimed to systematize the diverse and rather controversial findings of empirical research on the relationship between the temperament and academic achievement of school children, as well as to determine the average effect size between these variables. We included 57 original studies of published and unpublished research conducted in 12 countries between 1985 and 2019, with cumulative sample size of 79,913 (varying from 6333 to 14,126 for links between particular temperament dimensions and specific domains of achievement). A random-effects and mixed-effects model was fitted to the data for the central tendency of the temperament-achievement relation and for analyzing moderators, respectively. The high heterogeneity of studies was tackled by selected specific moderators, namely, education level, transition status, family's socio-economic level, and sources of report on achievement and temperament. The main findings of this meta-analysis affirmed the positive association of effortful control (EC) and inverse relationship of negative affectivity (NA) with a child's academic performance, together with no apparent trend of surgency (SU) in this relationship; additionally, the sources of report significantly moderated the link between temperament and academic achievement.
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Affiliation(s)
- Dalia Nasvytienė
- Institute of Psychology, Faculty of Philosophy, Vilnius University, 3 Universiteto Str., LT-01513 Vilnius, Lithuania;
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Gensowski M, Ludeke SG, John OP, Andersen SC. Academic self perceptions in a national Danish sample: Predictive power and development from grade 4 to 9. JOURNAL OF RESEARCH IN PERSONALITY 2021. [DOI: 10.1016/j.jrp.2021.104090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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Israel A, Brandt ND, Grund S, Köller O, Lüdtke O, Wagner J. Personality and psychosocial functioning in early adolescence: Age-differential associations from the self- and parent perspective. EUROPEAN JOURNAL OF PERSONALITY 2021. [DOI: 10.1177/08902070211005636] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Although psychosocial functioning and personality are indisputably interrelated in adulthood, much less is known about these associations in early adolescence. Accordingly, the goal of the current study was twofold. First, we investigated associations between adolescents’ personality and three broad indicators of psychosocial functioning: academic achievement, social relationships, and psychosocial adjustment. Second, we tested differential effects by comparing these associations across three different cohorts (Grades 5, 7, and 9) and across two raters of adolescents’ personality: self- and parent reports. Our sample consisted of N = 2667 students and their parents. According to latent regression models, adolescents’ personality traits showed significant associations with all psychosocial functioning variables: Achievement was most consistently associated with emotional stability, openness, and conscientiousness; social relationships were most consistently associated with agreeableness and conscientiousness; and psychosocial adjustment was related to all of the Big Five traits. Most associations did not vary across grades, whereas self-reported extraversion showed lower associations in later grades. Looking at rater-specific effects, we found fewer and usually smaller associations with parent- than with self-rated personality, again with the most significant differences with extraversion. We discuss the consistent interrelatedness between adolescents’ personality and psychosocial functioning but also highlight important exceptions in grade- and rater-specificities.
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Affiliation(s)
- Anne Israel
- Department of Psychology, University of Hamburg, Germany
- Leibniz Institute for Science and Mathematics Education, Germany
| | - Naemi D Brandt
- Department of Psychology, University of Hamburg, Germany
| | - Simon Grund
- Leibniz Institute for Science and Mathematics Education, Germany
| | - Olaf Köller
- Leibniz Institute for Science and Mathematics Education, Germany
| | - Oliver Lüdtke
- Leibniz Institute for Science and Mathematics Education, Germany
- Center for International Student Assessment (ZIB), Germany
| | - Jenny Wagner
- Department of Psychology, University of Hamburg, Germany
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20
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Westphal A, Vock M, Kretschmann J. Unraveling the Relationship Between Teacher-Assigned Grades, Student Personality, and Standardized Test Scores. Front Psychol 2021; 12:627440. [PMID: 33815213 PMCID: PMC8017135 DOI: 10.3389/fpsyg.2021.627440] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2020] [Accepted: 02/08/2021] [Indexed: 11/13/2022] Open
Abstract
The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that conscientiousness explains to some extent why certain students receive better grades despite similar academic accomplishments (i.e., achieving similar scores in domain-specific standardized achievement tests). Therefore, the present study examines to what extent the relationship between student personality and teacher-assigned grades consists of direct as opposed to indirect associations (via subject-specific standardized test scores). We used a representative sample of 14,710 ninth-grade students to estimate these direct and indirect pathways in mathematics and German. Structural equation models showed that test scores explained between 8 and 11% of the variance in teacher-assigned grades in mathematics and German. The Big Five personality traits in students additionally explained between 8 and 10% of the variance in grades. Finally, the personality-grade relationship consisted of direct (0.02 | β| ≤ 0.27) and indirect associations via test scores (0.01 | β| ≤ 0.07). Conscientiousness explained discrepancies between teacher-assigned grades and students' scores in domain-specific standardized tests to a greater extent than any of the other Big Five personality traits. Our findings suggest that students that are more conscientious may invest more effort to accomplish classroom goals, but fall short of mastery.
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Affiliation(s)
- Andrea Westphal
- Department of Education, University of Potsdam, Potsdam, Germany
| | - Miriam Vock
- Department of Education, University of Potsdam, Potsdam, Germany
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Brandt ND, Becker M, Tetzner J, Brunner M, Kuhl P. What teachers and parents can add to personality ratings of children: Unique associations with academic performance in elementary school. EUROPEAN JOURNAL OF PERSONALITY 2021. [DOI: 10.1177/0890207020988436] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Adults’ ratings of children’s personality have been found to be more closely associated with academic performance than children’s self-reports. However, less is known about the relevance of the unique perspectives held by specific adult observers such as teachers and parents for explaining variance in academic performance. In this study, we applied bifactor (S–1) models for 1411 elementary school children to investigate the relative merits of teacher and parent ratings of children’s personalities for academic performance above and beyond the children’s self-reports. We examined these associations using standardized achievement test scores in addition to grades. We found that teachers’ unique views on children’s openness and conscientiousness had the strongest associations with academic performance. Parents’ unique views on children’s neuroticism showed incremental associations above teacher ratings or self-reports. For extraversion and agreeableness, however, children’s self-reports were more strongly associated with academic performance than teacher or parent ratings. These results highlight the differential value of using multiple informants when explaining academic performance with personality traits.
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Affiliation(s)
- Naemi D Brandt
- University of Hamburg, Department of Psychology, Germany
- Leibniz Institute for Research and Information in Education, Berlin/Frankfurt a.M., Educational Governance, Germany
| | - Michael Becker
- Leibniz Institute for Research and Information in Education, Berlin/Frankfurt a.M., Educational Governance, Germany
- Technical University Dortmund, Center for Research on Education and School Development, Germany
| | - Julia Tetzner
- Technical University Dortmund, Center for Research on Education and School Development, Germany
| | - Martin Brunner
- University of Potsdam, Department of Educational Sciences, Germany
| | - Poldi Kuhl
- Leuphana University, Institute of Educational Sciences, Germany
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22
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Moreira P, Pedras S, Pombo P. Students' Personality Contributes More to Academic Performance than Well-Being and Learning Approach-Implications for Sustainable Development and Education. Eur J Investig Health Psychol Educ 2020; 10:1132-1149. [PMID: 34542440 PMCID: PMC8314314 DOI: 10.3390/ejihpe10040079] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Revised: 11/10/2020] [Accepted: 11/12/2020] [Indexed: 11/28/2022] Open
Abstract
The present study aimed to describe the predictive role of personality dimensions, learning approaches, and well-being in the academic performance of students. In total, 602 students participated in this cross-sectional study and completed a set of questionnaires assessing personality, learning approach, and well-being. Two indexes were calculated to assess affective and non-affective well-being. The results partially support the hypotheses formulated. Results revealed that personality temperament and character dimensions, deep learning approach, and affective well-being were significant predictors of academic performance. A deep approach to learning was a full and partial mediator of the relationship between personality and academic performance. The results improve the understanding of the differential contribution of personality, type of learning approach, and type of well-being to academic performance. Comprehending that personality is the strongest predictor of academic performance, after controlling the type of learning approach and the type of well-being, informs school policies and decision-makers that it is essential to encourage personality development in adolescents to improve academic performance. These results also have implications for educational policies and practices at various levels, including an emphasis on the role of well-being as an educational asset. Understanding the links between personality, well-being, and education is essential to conceptualize education as a vital societal resource for facing current and future challenges, such as sustainable development.
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Affiliation(s)
- Paulo Moreira
- Instituto de Psicologia e de Ciências da Educação [Institute of Psychology and Education], Universidade Lusíada-Norte, 4369-006 Porto, Portugal;
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD) [The Psychology for Positive Development Research Center], Universidade Lusíada-Norte, 4369-006 Porto, Portugal;
| | - Susana Pedras
- Centro de Investigação em Psicologia para o Desenvolvimento (CIPD) [The Psychology for Positive Development Research Center], Universidade Lusíada-Norte, 4369-006 Porto, Portugal;
| | - Paula Pombo
- Instituto de Psicologia e de Ciências da Educação [Institute of Psychology and Education], Universidade Lusíada-Norte, 4369-006 Porto, Portugal;
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