Revisiting the Longitudinal Interplay Between Adolescents' Personality, Intelligence, and Academic Achievement

• In Event: AERA Roundtable Session 14
  In Roundtable Session: Examining Youths' Academic Achievement and Self-Efficacy

Abstract

This study charts the developmental interplay of intelligence, personality (Big Five) and academic achievement in 3,880 German adolescents, who were assessed four times on intelligence, personality, and academic achievement between the ages 11 and 14 years (i.e., in grade 5, 6, 7, and 8). We relied on random-intercept cross-lagged panel models to investigate reciprocal within-person associations between (a) academic achievement and intelligence, (b) academic achievement and personality, and (c) intelligence and personality. The results revealed reciprocal effects of academic achievement and intelligence. Furthermore, Conscientiousness, Openness and Extraversion assessed at the first wave negatively predicted intelligence assessed at the second wave. None of the reciprocal associations between personality domains and academic achievement attained statistical significance.

Authors

• Lisa Bardach, University of Tübingen

• Nicolas Huebner

• Ulrich Trautwein, University of Tubingen

• Benjamin Nagengast, University of Tübingen

• Sophie von Stumm