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Predicting early academic achievement : the role of higher- versus lower-order personality traits
Zupančič, Maja, 1959- ; Kavčič, Tina, 1976-
The study explored the role of childrenʼs (N = 193) individual differences and parental characteristics at the beginning of the first year of schooling in predicting studentsʼ attainment of academic ...standards at the end of the year. Special attention was paid to childrenʼs personality as perceived by the teachersʼ assistants. Along with parentsʼ education, parenting practices and first-gradersʼ cognitive ability, the incremental predictive power of childrenʼs higher-order (robust) personality traits was compared to the contribution of lower-order (specific) traits in explaining academic achievement. The specific traits provided a somewhat more accurate prediction than the robust traits. Unique contributions of maternal authoritative parenting, childrenʼs cognitive ability, and personality to academic achievement were established. The ratings of first-gradersʼ conscientiousness (a higher-order trait) improved the prediction of academic achievement based on parenting and cognitive ability by 12%, whereas assistant teacherʼs perceived childrenʼs intelligence and low antagonism (lower-order traits) improved the prediction by 17%.
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