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Torland EA, Karlstad C, Thørrisen MM, Bonsaksen T, Haslerud SI, Aas RW. School characteristics and pupils' thoughts of leaving upper secondary school: The INSchool project. Front Psychol 2024; 15:1270139. [PMID: 38425550 PMCID: PMC10903280 DOI: 10.3389/fpsyg.2024.1270139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2023] [Accepted: 01/31/2024] [Indexed: 03/02/2024] Open
Abstract
Introduction Understanding pupils' thoughts about leaving school may contribute to better identify those at risk of dropping out. Thus, we explored the associations between perceived psychological demands, decision control, and social support from teacher and fellow pupils, and pupils' thoughts about leaving upper secondary school. Methods Cross-sectional data from a convenience non-probability sample of 249 pupils from 12 Norwegian upper secondary schools were collected using a school-modified version of the work-focused Job Content Questionnaire (JCQ). Adjusted logistic regression was used to analyze the data. Results Pupils who experienced higher psychological demands and lower social support from fellow pupils were more likely to experience thoughts of leaving school compared to those who experienced lower demands and high levels of social support. Decision control was not significantly associated with thoughts about leaving school. Conclusion High psychological demands may increase the likelihood of considering leaving school. Peer support can lessen such thoughts. Implication: Identifying whether pupils are thinking about leaving school can help identify those who are at risk of dropping out of upper secondary school.
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Affiliation(s)
- Emilie Aas Torland
- Mestringsenheten (The Coping Unit), Department of Mental Health, Municipality of Sandnes, Sandnes, Norway
| | | | - Mikkel Magnus Thørrisen
- Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
- Department of Public Health, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | - Tore Bonsaksen
- Department of Health and Nursing Sciences, Faculty of Social and Health Sciences, Inland Norway University of Applied Sciences, Elverum, Norway
- Department of Health, Faculty of Health Studies, VID Specialized University, Stavanger, Norway
| | - Sturla Inge Haslerud
- Department of Public Health, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | - Randi Wågø Aas
- Department of Rehabilitation Science and Health Technology, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
- Department of Public Health, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
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Goll CB, Sørlie T, Friborg O, Ottosen KO, Sæle RG. Poorer self-reported mental health and general health among first year upper secondary school students do not predict school dropout: a five-year prospective study. Front Psychol 2024; 15:1304314. [PMID: 38440235 PMCID: PMC10911125 DOI: 10.3389/fpsyg.2024.1304314] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Accepted: 01/24/2024] [Indexed: 03/06/2024] Open
Abstract
Introduction Education is important for socioeconomic, work and health status; thus, dropping out of secondary school is of major concern. In Norway, 1 out of 5 is dropping out from upper secondary education. Academic performance is a known predictor for dropout, but the role of mental and general health status is studied less. Methods By use of student data collected during the first school year we examined the accumulated risk of school dropout over 5 years. Students entering upper secondary school in a North-Norwegian region (Troms County) completed a comprehensive questionnaire during August 2010 (N = 1,676, 69% response rate). The contribution of mental and general health problems in predicting five-year dropout was of primary interest, adjusted for demographics and academic performance. Results One-third of the students had dropped out after 5 years. A logistic regression analysis showed no significant effect of mental and general health problems on dropout. Among the covariates, higher grades from lower secondary education reduced the chance of dropping out (OR = 0.31; p < 0.001). Subgroup analyses showed that students in the vocational track reported poorer mental and general health, compared to students in the general track, but this difference was not related to dropout. General track students were also less likely to drop out than vocational track students (OR for dropout 0.66; p < 0.05). Discussion In conclusion, lower grades from lower secondary education represented a warning flag for school dropout during upper secondary education whereas mental health issues were not.
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Affiliation(s)
- Charlotte Bjørnskov Goll
- Department of Clinical Medicine, UiT The Arctic University of Norway, Tromsø, Norway
- Department of Mental Health and Substance Abuse, University Hospital of North Norway (UNN), Tromsø, Norway
| | - Tore Sørlie
- Department of Clinical Medicine, UiT The Arctic University of Norway, Tromsø, Norway
- Department of Mental Health and Substance Abuse, University Hospital of North Norway (UNN), Tromsø, Norway
| | - Oddgeir Friborg
- Department of Psychology, UiT The Arctic University of Norway, Tromsø, Norway
| | - Karl Ottar Ottosen
- Department of Clinical Medicine, UiT The Arctic University of Norway, Tromsø, Norway
| | - Rannveig Grøm Sæle
- Department of Psychology, UiT The Arctic University of Norway, Tromsø, Norway
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Bälter K, Johansson J, Karvonen Sheikh S, Eriksson C. Making leisure time meaningful for adolescents: an interview study from Sweden. Int J Qual Stud Health Well-being 2023; 18:2286664. [PMID: 38010825 PMCID: PMC11000679 DOI: 10.1080/17482631.2023.2286664] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/07/2023] [Accepted: 11/19/2023] [Indexed: 11/29/2023] Open
Abstract
Adolescents' school performance is influenced by several factors and meaningful leisure time, especially organized activities, has great potential to impact academic results. Therefore, this study aimed to gain a greater understanding of how community actors perceive meaningful leisure time and how they work to create meaningful leisure time with the intention of increasing the chances for more adolescents completing upper secondary school. Semi-structured interviews with 14 informants, representing nine different community actors in a middle-sized city in Sweden, were conducted and analysed using content analysis. Results suggest that meaningful leisure time positively impacts adolescents' mental health through social relations, support, and guidance. Leisure is believed to have spillover effects on reducing stress, manage school demands and performance. Nevertheless, leisure time activities and school performance must be balanced with time and effort. Community actors work proactively with availability, individual approaches, and offering activities to create meaning. From a societal perspective, places to hang out with supportive adults, in particular structured activities, should be regarded as a social investment in adolescents' health and prospects, especially in deprived areas where fewer activities are available. Finally, ensuring meaningful leisure time is in line with the Convention on the Rights of the Child.
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Affiliation(s)
- Katarina Bälter
- Division of Public Health, Mälardalen University, Västerås, Sweden
- Department of Medical Epidemiology and Biostatistics, Karolinska Institute, Stockholm, Sweden
| | | | | | - Camilla Eriksson
- Division of Public Health, Mälardalen University, Västerås, Sweden
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Dinesen TA, Blix BH, Gramstad A. Professional strategies in upper secondary school dropout management among youth in the Sami areas of Norway: a focus group study. Int J Circumpolar Health 2023; 82:2198112. [PMID: 37014958 PMCID: PMC10075505 DOI: 10.1080/22423982.2023.2198112] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/06/2023] Open
Abstract
The upper secondary school dropout rate is a challenge in many western countries, and measures have been taken to prevent dropout. The dropout rate in Norway is stable but is the highest among the northernmost counties. The aim of this study is to explore the strategies employed by upper secondary school teachers and their collaborators to prevent dropout from upper secondary school among Sami youth in northern Norway. This study is based on three focus group interviews with teachers, advisers, nurses, and counsellors in the Sami areas of northern Norway. The thematic analysis identified two main strategies, namely tracking the student and giving the student time. A transparent environments, cultural competence, and interdisciplinary collaboration were identified as prerequisites for successfully implementing the two strategies to prevent dropout from upper secondary school.
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Affiliation(s)
- Tone Aashild Dinesen
- Department of Social Education, Faculty of Health Sciences, UiT, The Arctic University of Norway, Harstad, Norway
| | - Bodil H Blix
- Department of health and care sciences, Faculty of Health Sciences, UiT, The Arctic University of Norway
- Department of education, arts and sports, Western Norway University of Applied Sciences
| | - Astrid Gramstad
- Department of health and care sciences, Faculty of Health Sciences, UiT, The Arctic University of Norway
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Sehlström P, Waldmann C, Levlin M. Self-efficacy for writing and written text quality of upper secondary students with and without reading difficulties. Front Psychol 2023; 14:1231817. [PMID: 37809318 PMCID: PMC10557487 DOI: 10.3389/fpsyg.2023.1231817] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2023] [Accepted: 08/07/2023] [Indexed: 10/10/2023] Open
Abstract
Introduction Self-efficacy for writing (SEW) and reading ability are some of several factors that may be related to the quality of written text that students produce. The aim of the current study was (1) to explore the variation in SEW and written text quality in L1-Swedish and L2-English among upper secondary students with different reading profiles in L1 (typical reading vs. reading difficulties) and with different study backgrounds (SB1year or SB2years = one or two years of studies of Swedish and English, respectively), and in the next step (2) to explore if individual variations in L1-reading and SEW may explain variation in written text quality. Methods Participants were 100 upper secondary students (aged 17-18) with different reading profiles operationalized as typical reading and reading difficulties. Data consisted of screening for word recognition and reading comprehension, text quality results from argumentative L1- and L2-writing tasks, school information on study background in Swedish/English, and students' responses from an online survey about SEW. Results As to SEW results, an ANOVA revealed significant main effects for reading profile and study background in L1, but in L2 there was only a significant main effect for reading profile. Written text quality results indicated that there was a significant interaction effect between reading profile and study background in L1, indicating that the significant main effect for reading profile on written text quality was influenced by the group of students with reading difficulties and SB1year. There was a significant main effect for reading profile and study background on written text quality in L2. Students with reading difficulties and SB1year were the most vulnerable group, and they had the lowest scores in L1/L2 SEW and written text quality in L1 and L2. Multiple regression results indicated that word recognition and SEW contributed significantly to L1-text quality, and word recognition, reading comprehension, and SEW contributed significantly to L2-text quality. Thus, this study sheds light on the under-researched area of L1/L2 SEW and text quality of students with reading difficulties at the level of upper secondary school. Discussion Pedagogical implications are discussed and highlight the need for writing instruction across subjects in upper secondary school and for extra writing support/scaffolding for students with reading difficulties and shorter study background in the language subjects L1 (Swedish) and L2 (English).
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Affiliation(s)
- Pär Sehlström
- Department of Language Studies, Umeå University, Umeå, Sweden
| | | | - Maria Levlin
- Department of Language Studies, Umeå University, Umeå, Sweden
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Karhina K, Bøe T, Hysing M, Askeland KG, Nilsen SA. Parental separation and school dropout in adolescence. Scand J Public Health 2023:14034948231164692. [PMID: 37051637 DOI: 10.1177/14034948231164692] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/14/2023]
Abstract
AIMS To document the association between parental separation and school dropout in adolescence and to examine the factors that may potentially account for this association. METHODS Data stem from the large youth@hordaland study that was linked to the Norwegian National Educational Database to obtain objective measures of educational outcomes and disposable income (N = 8323). Logistic regression analysis was used to investigate the association between parental separation and school dropout. A Fairlie post-regression decomposition was used to examine the influence of parental education, household income, health complaints, family cohesion, and peer problems in explaining the association between parental separation and school dropout. RESULTS Parental separation was associated with a higher odds ratio (OR) of school dropout in crude and adjusted (adjusted odds ratio (AOR)) analyses (OR=2.16, 95% confidence interval (CI) =1.90-2.45; AOR = 1.72, 95% CI = 1.50-2.00). About 31% of the higher odds of school dropout among adolescents with separated parents was explained by the covariates. The decomposition analysis suggested that parental education (43%) and disposable income (20%) accounted for most of the explained differences in school dropout. CONCLUSIONS
Adolescents with separated parents are at higher risk for not completing secondary education. Parental education and disposable income accounted for most of the explained differences in school dropout between the groups. Still, the majority of the difference in school dropout remained unaccounted for, indicating that the link between parental separation and school dropout is complex and likely influenced by multiple factors.
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Affiliation(s)
- Kateryna Karhina
- Department of Psychosocial Science, Faculty of Psychology, University of Bergen, Norway
| | - Tormod Bøe
- Department of Psychosocial Science, Faculty of Psychology, University of Bergen, Norway
- Regional Centre for Child and Youth Mental Health and Child Welfare, NORCE Norwegian Research Centre, Norway
| | - Mari Hysing
- Department of Psychosocial Science, Faculty of Psychology, University of Bergen, Norway
- Regional Centre for Child and Youth Mental Health and Child Welfare, NORCE Norwegian Research Centre, Norway
| | - Kristin G Askeland
- Regional Centre for Child and Youth Mental Health and Child Welfare, NORCE Norwegian Research Centre, Norway
| | - Sondre A Nilsen
- Regional Centre for Child and Youth Mental Health and Child Welfare, NORCE Norwegian Research Centre, Norway
- Department of Health Promotion and Development, Faculty of Psychology, University of Bergen, Norway
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Saarinen M, Bertram R, Aunola K, Pankkonen J, Ryba TV. Student Athletes' Causal Attributions for Sport and School Achievement in Relation to Sport Dropout and Grade Point Average. J Sport Exerc Psychol 2023; 45:15-25. [PMID: 36652949 DOI: 10.1123/jsep.2022-0115] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/06/2022] [Revised: 11/10/2022] [Accepted: 11/21/2022] [Indexed: 06/17/2023]
Abstract
The present study longitudinally examined stability and change in the attributional profiles of Finnish student athletes (n = 391) in upper secondary sport schools. Moreover, it examined the extent to which these profiles, and changes in them, were associated with athletes' level of sport competition and school achievements and dropouts at the end of upper secondary sport school. Using latent profile analysis, five different and highly stable attributional profiles were identified for student athletes: (a) depressive (6.9%), (b) athletic self-serving (23.0%), (c) average (16.4%), (d) learned helplessness (30.9%), and (e) responsible (22.8%). The results further showed that over the 3-year study period, the responsible attributional style, wherein individuals take responsibility for successes and failures, predicted student athletes' subsequent high grade point average and low sport dropout rates even after controlling for the impacts of their earlier grade point average, gender, and type of sport.
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Affiliation(s)
- Milla Saarinen
- Department of Psychology, University of Jyväskylä, Jyväskylä,Finland
| | - Raymond Bertram
- Department of Psychology and Speech-Language Pathology, University of Turku, Turku,Finland
| | - Kaisa Aunola
- Department of Psychology, University of Jyväskylä, Jyväskylä,Finland
| | - Julia Pankkonen
- Department of Psychology and Speech-Language Pathology, University of Turku, Turku,Finland
| | - Tatiana V Ryba
- Department of Psychology, University of Jyväskylä, Jyväskylä,Finland
- Methodology Center for Human Sciences, University of Jyväskylä, Jyväskylä,Finland
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Oterhals G, Bachmann KE, Bjerke AH, Pedersen AV. The relative age effect shifts students' choice of educational track even within a school system promoting equal opportunities. Front Psychol 2023; 13:1066264. [PMID: 36704699 PMCID: PMC9871899 DOI: 10.3389/fpsyg.2022.1066264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Accepted: 12/23/2022] [Indexed: 01/12/2023] Open
Abstract
In most education systems, the age of a given cohort of students spans up to 12 months, which creates a within-class age difference, or relative age effect, that tends to disadvantage younger students. Because birth month indeed correlates with academic performance, with poorer outcomes for students born later in the year, the effect can have lifelong consequences for students, whose academic performance justifies their acceptance into different educational tracks. Although past studies have identified the relative age effect in students' choice of educational track in school systems in which students make such choices at the age of 10-14 years, we examined data from the Norwegian school system, in which education tracks are chosen at the age of 15-16 years. The dataset included the variables birth month, track choice, and gender, of all 28,231 pupils at the upper secondary school level in a school county in Norway. Birth month was compared between vocational and academic track choices and the results revealed a significant relative age effect on educational choices between academic and vocational tracks, such that younger students were significantly more likely to apply for vocational tracks. The effect was significantly stronger for boys compared to girls. This indicates that the choice of educational track may reflect students' relative age, especially among boys, and hence, not be based on interests alone. Those findings have implications for actors involved in ensuring equity in education systems in Norway and elsewhere.
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Affiliation(s)
- Geir Oterhals
- Faculty of Business Administration and Social Sciences, Molde University College, Molde, Norway,*Correspondence: Geir Oterhals, ✉
| | - Kari Elisabeth Bachmann
- Department of Education, Faculty of Humanities and Education, Volda University College, Volda, Norway,Department of Psychology, School of Health Sciences, Education and Law, Kristiania University College, Oslo, Norway
| | - Annette Hessen Bjerke
- Department of Primary and Secondary Teacher Education, Faculty of Education and International Studies, Oslo Metropolitan University, Oslo, Norway
| | - Arve Vorland Pedersen
- Department of Neuromedicine and Movement Science, Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology, Trondheim, Norway
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Sæther SA, Peterson T, Matin V. The Relative Age Effect, Height and Weight Characteristics among Lower and Upper Secondary School Athletes in Norway and Sweden. Sports (Basel) 2017; 5:sports5040092. [PMID: 29910452 PMCID: PMC5969021 DOI: 10.3390/sports5040092] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2017] [Revised: 12/01/2017] [Accepted: 12/07/2017] [Indexed: 11/16/2022] Open
Abstract
The relative age effect (RAE) has been found among youth elite athletes within a range of sports. However, the RAE has been studied to a lesser degree among youth non-elite athletes, and even less among school pupils attending sport specialisation programmes (SSPs). The aim of the present study was to investigate RAE, height, and weight, and compare Swedish lower secondary school and Norwegian upper secondary school pupils. Study 1 includes 156 lower secondary school athletes (95 boys and 61 girls) following an SSP in Sweden, while study 2 includes 111 upper secondary school athletes (81 boys and 30 girls) from two Norwegian schools. The RAE was found in both male groups, but only in Swedish girls. Furthermore, the relationship between birth month, height, and weight was found to be non-significant. These results indicate a vital RAE effect among youth non-elite athletes attending SSPs in both lower and upper secondary schools.
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Krane V, Karlsson B, Ness O, Binder PE. They need to be recognized as a person in everyday life: Teachers' and helpers' experiences of teacher-student relationships in upper secondary school. Int J Qual Stud Health Well-being 2016; 11:31634. [PMID: 27707451 PMCID: PMC5052515 DOI: 10.3402/qhw.v11.31634] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/12/2016] [Indexed: 11/17/2022] Open
Abstract
The aim of this study was to explore how teachers and helpers experience that teacher–student relationship (TSR) is developed and promoted in upper secondary school. We also explored their experiences of qualities of TSR with students with mental health problems or at risk of dropping out. The study used a qualitative and participative approach; key stakeholders were included as co-researchers. Focus group interviews were held with 27 teachers and helpers. A thematic analysis was conducted. The participants’ descriptions of important experiential dimensions of TSR were clustered around four themes: (1) to be recognized as a person with strengths and challenges in everyday life, (2) collaborative relationships between students and teachers, (3) flexible boundaries in the relationship between teachers and students and (4) organization of classes and procedures set the stage for TSR. Collaborative, emotional and contextual qualities were found important to the development of TSR in upper secondary school. Experiences of negative qualities of TSR can contribute to push students out of school. Teachers and helpers experience that TSR may have the potential to play a role in promoting mental health in students’ everyday life.
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Affiliation(s)
- Vibeke Krane
- Center for Mental Health and Substance Abuse, Faculty of Health Sciences, University College of Southeast Norway, Drammen, Norway;
| | - Bengt Karlsson
- Center for Mental Health and Substance Abuse, Faculty of Health Sciences, University College of Southeast Norway, Drammen, Norway
| | - Ottar Ness
- Center for Mental Health and Substance Abuse, Faculty of Health Sciences, University College of Southeast Norway, Drammen, Norway
| | - Per-Einar Binder
- Department of Clinical Psychology, University of Bergen, Bergen, Norway
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Rosander P, Bäckström M. Personality traits measured at baseline can predict academic performance in upper secondary school three years late. Scand J Psychol 2014; 55:611-8. [PMID: 25257093 DOI: 10.1111/sjop.12165] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2012] [Accepted: 07/21/2014] [Indexed: 12/01/2022]
Abstract
The aim of the present study was to explore the ability of personality to predict academic performance in a longitudinal study of a Swedish upper secondary school sample. Academic performance was assessed throughout a three-year period via final grades from the compulsory school and upper secondary school. The Big Five personality factors (Costa & McCrae, ) - particularly Conscientiousness and Neuroticism - were found to predict overall academic performance, after controlling for general intelligence. Results suggest that Conscientiousness, as measured at the age of 16, can explain change in academic performance at the age of 19. The effect of Neuroticism on Conscientiousness indicates that, as regarding getting good grades, it is better to be a bit neurotic than to be stable. The study extends previous work by assessing the relationship between the Big Five and academic performance over a three-year period. The results offer educators avenues for improving educational achievement.
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Affiliation(s)
- Pia Rosander
- Section of Psychology, Kristianstad University, Sweden
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