The Eysenckian personality factors and their correlations with academic performance

File Size Format
62780_1.pdf 164Kb Adobe PDF View
Title The Eysenckian personality factors and their correlations with academic performance
Author Poropat, Arthur Eugene
Journal Name British Journal of Educational Psychology
Editor Andrew Tolmie
Year Published 2011
Place of publication United Kingdom
Publisher John Wiley & Sons Ltd.
Abstract Background. The relationship between personality and academic performance has long been explored, and a recent meta-analysis established that measures of the fivefactor model (FFM) dimension of Conscientiousness have similar validity to intelligence measures. Although currently dominant, the FFM is only one of the currently accepted models of personality, and has limited theoretical support. In contrast, the Eysenckian personality model was developed to assess a specific theoretical model and is still commonly used in educational settings and research. Aims. This meta-analysis assessed the validity of the Eysenckian personality measures for predicting academic performance. Sample. Statistics were obtained for correlations with Psychoticism, Extraversion, and Neuroticism (20–23 samples; N from 8,013 to 9,191), with smaller aggregates for the Lie scale (7 samples; N ¼ 3; 910). Methods. The Hunter–Schmidt random effects method was used to estimate population correlations between the Eysenckian personality measures and academic performance. Moderating effects were tested using weighted least squares regression. Results. Significant but modest validities were reported for each scale. Neuroticism and Extraversion had relationships with academic performance that were consistent with previous findings, while Psychoticism appears to be linked to academic performance because of its association with FFM Conscientiousness. Age and educational level moderated correlations with Neuroticism and Extraversion, and gender had no moderating effect. Correlations varied significantly based on the measurement instrument used. Conclusions. The Eysenckian scales do not add to the prediction of academic performance beyond that provided by FFM scales. Several measurement problems afflict the Eysenckian scales, including low to poor internal reliability and complex factor structures. In particular, the measurement and validity problems of Psychoticism mean its continued use in academic settings is unjustified.
Peer Reviewed Yes
Published Yes
Alternative URI http://dx.doi.org/10.1348/000709910X497671
Copyright Statement Copyright 2011 British Psychological Society. Published by Wiley-Blackwell. This is the pre-peer-reviewed version of the following article: The Eysenckian personality factors and their correlations with academic performance, British Journal of Educational Psychology (BJEP), Vol.81(1), 2011, pp. 41-58, which has been published in final form at http://dx.doi.org/10.1348/000709910X497671.
Volume 81
Issue Number 1
Page from 41
Page to 58
ISSN 0007-0998
Date Accessioned 2011-03-07
Date Available 2011-06-23T06:53:32Z
Language en_AU
Research Centre Centre for Work, Organisation and Wellbeing
Faculty Griffith Health Faculty
Subject Educational Psychology; Personality, Abilities and Assessment
URI http://hdl.handle.net/10072/39221
Publication Type Journal Articles (Refereed Article)
Publication Type Code c1

Show simple item record

Griffith University copyright notice