Aberrant personality tendencies and academic success throughout engineering education
Bibliographic Data
| ID | 19280869 |
|---|---|
| Authors | Tanja Bipp (0000-0002-6086-7832, Department of Psychology University of Würzburg Würzburg Germany, corresponding author), Ad Kleingeld (0000-0003-1126-4717, Department of Industrial Engineering & Innovation Sciences Eindhoven University of Technology Eindhoven The Netherlands), Chris Snijders (0000-0001-6165-7645, Department of Industrial Engineering & Innovation Sciences Eindhoven University of Technology Eindhoven The Netherlands) |
| Year | 2020 |
| Volume | 88 |
| Issue | 2 |
| Pages | 201-216 |
| Publication date | 2020-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Journal of Personality (JOURNAL) |
| Journal identifiers | ISSN: 0022-3506 • E-ISSN: 1467-6494 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/jopy.12479 |
| PMID | 30982969 |
| OpenAlex | W2938184808 |
| Language | EN |
| References cited | 64 |
OBJECTIVE: In a longitudinal field study, we investigated the predictive associations between six aberrant personality tendencies (schizotypal, avoidant, borderline, antisocial, narcissistic, obsessive-compulsive) and academic success of science, technology, engineering, and mathematics students. METHOD: = 18.45; 87.3% male) filled out the NEO-PI-R and aberrant tendencies were operationalized by the five-factor model (FFM) compound technique. Indicators of academic achievement (grades) and persistence (credit points earned per year, re-enrollment, study duration) were made available by the academic office. RESULTS: Validities across the 3 years of the study program consistently support the role of two aberrant tendencies: Individuals with high antisocial tendency reached lower academic achievement, took longer to finish their study, and had a higher risk of dropout. The obsessive-compulsive tendency was associated with higher grade-point average, faster study progress, and higher retention rates and effects were still visible while controlling for known predictors (high school grades, Conscientiousness). Contrary to our expectations, we found no evidence for inverted U-shaped relationships. CONCLUSIONS: We used the compound technique for aberrant tendencies based on the FFM in the academic context and our findings support the importance of personality-based psychopathological tendencies for academic success
Academic achievement · Bachelor · Big Five personality traits · Conscientiousness · Context (archaeology) · Developmental psychology · Extraversion and introversion · Operationalization · Persistence (discontinuity) · Personality · Clinical Psychology · Education, Achievement, and Giftedness · Personality Disorders and Psychopathology · Personality Traits and Psychology · Psychology · Social Psychology
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| Citation velocity | historical |
|---|---|
| Highly cited | No |