Personality‐achievement associations in adolescence—examining associations across grade levels and learning environments

• DOI: 10.1111/jopy.12495
• Publication Date: 2019-06-07T14:16:43Z
• Authors: Julia Tetzner; Michael Becker; Naemi D. Brandt
• Keywords: Conscientiousness; Agreeableness; Openness to experience

Abstract Objective This study examined associations between the five‐factor personality traits and indicators of academic achievement (grades test scores). A particular aim was to investigate whether personality‐achievement differ primary secondary educational contexts these differences vary differential learning environments, that is versus nonacademic schools. Method We used two representative random samples from Germany: N = 3,658 6th graders in their last year school 2,129 9th attending different tracks ( n 566 track students; 1,563 students). Results First, our results confirmed positive Conscientiousness, Openness, Extraversion, Agreeableness as well negative Neuroticism. Second, with Conscientiousness were more pronounced for grades than scores. Third, higher overall sample all exception Openness. Fourth, differed students. Conclusion In sum, suggest need an stage‐specific perspective contextually sensitive approach when examining associations.