Next Article in Journal
Methodological Issues Associated with Studying the Flynn Effect: Exploratory and Confirmatory Efforts in the Past, Present, and Future
Previous Article in Journal
Differences in Judgments of Creativity: How Do Academic Domain, Personality, and Self-Reported Creativity Influence Novice Judges’ Evaluations of Creative Productions?
Article Menu

Export Article

Open AccessArticle
J. Intell. 2015, 3(3), 91-110; doi:10.3390/jintelligence3030091

Interaction Effects between Openness and Fluid Intelligence Predicting Scholastic Performance

Institut für Psychologie, Humboldt-Universität zu Berlin, Rudower Chaussee 18, 12489 Berlin, Germany
*
Author to whom correspondence should be addressed.
Academic Editor: Paul De Boeck
Received: 23 April 2015 / Revised: 10 September 2015 / Accepted: 14 September 2015 / Published: 18 September 2015
View Full-Text   |   Download PDF [314 KB, uploaded 18 September 2015]   |  

Abstract

Figural reasoning as an indicator of fluid intelligence and the domains of the Five Factor Model were explored as predictors of scholastic performance. A total of 836 Chinese secondary school students (406 girls) from grades 7 to 11 participated. Figural reasoning, as measured by Raven’s Standard Progressive Matrices, predicted performance in Math, Chinese, and English, and also for a composite score. Among the personality domains, Openness had a positive effect on performance for all subjects after controlling for all the other variables. For Conscientiousness, the effects were smaller and only significant for Math. Neuroticism had a negative effect on Math grades. The effects of Extraversion on all grades were very small and not significant. Most importantly, hierarchical latent regression analyses indicated that all interaction effects between Openness and figural reasoning were significant, revealing a compensatory interaction. Our results further suggest that scholastic performance basically relies on the same traits through the secondary school years. However, importance is given to interaction effects between ability and personality. Implications along with limitations and suggestions for future research are discussed. View Full-Text
Keywords: fluid intelligence; Five Factor Model; Openness to Experience; scholastic performance; latent interaction effect; personality-intelligence interface fluid intelligence; Five Factor Model; Openness to Experience; scholastic performance; latent interaction effect; personality-intelligence interface
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

Scifeed alert for new publications

Never miss any articles matching your research from any publisher
  • Get alerts for new papers matching your research
  • Find out the new papers from selected authors
  • Updated daily for 49'000+ journals and 6000+ publishers
  • Define your Scifeed now

SciFeed Share & Cite This Article

MDPI and ACS Style

Zhang, J.; Ziegler, M. Interaction Effects between Openness and Fluid Intelligence Predicting Scholastic Performance. J. Intell. 2015, 3, 91-110.

Show more citation formats Show less citations formats

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
J. Intell. EISSN 2079-3200 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top