Insights Into Academic Performance
Intelligence, Personality, and Their Dynamic Relationship
Bibliographic Data
| ID | 21376001 |
|---|---|
| Authors | Łukasz Nikel (0000-0002-5840-4521, Institute of Psychology University of Zielona Góra Zielona Góra Poland, corresponding author) |
| Year | 2025 |
| Volume | 62 |
| Issue | 10 |
| Pages | 4012-4022 |
| Publication date | 2025-10-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23590 |
| OpenAlex | W4410934645 |
| Language | EN |
| References cited | 26 |
The role of intelligence and personality traits in explaining school achievement is crucial. However, their mutual impact on academic success remains unclear due to ambiguous results—the synergistic hypothesis versus the compensatory hypothesis. Additionally, there is a lack of research on representative samples, particularly concerning the distribution of results per intelligence quotient (IQ) scores and among children in the lower grades of primary school. The conducted research aimed to address these gaps. A total of 466 students with an IQ score distribution of M = 103.29 and SD = 15.46 were examined. Multisource assessments, including personality traits, fluid intelligence, and school achievement, were analyzed using Pearson's correlation coefficient and moderation analysis. The results indicated that intellectual level moderated the relationship between extraversion and school achievement in all participants; neuroticism and school achievement in students with IQ 107, displaying a compensatory effect. These findings offer some explanation for the two opposing hypotheses regarding the synergistic and compensatory interaction between intelligence and personality traits in explaining school achievements. They also highlight how “cognitive” and “non‐cognitive” factors combined may contribute to overall school success
Academic achievement · Cognition · Cognitive psychology · Developmental psychology · Intelligence quotient · Personality · Applied Psychology · Education, Achievement, and Giftedness · Emotional Intelligence and Performance · Personality Traits and Psychology · Psychology · Social Psychology
Intelligence and school grades
Controlling the False Discovery Rate
Big Five personality traits and academic performance
Personality trait by intelligence interaction effects on grades tend to be synergistic
The big five factors as differential predictors of self-regulation, achievement emotions, coping and health behavior in undergraduate students
Openness, fluid intelligence, and crystallized intelligence
A meta-analysis of the five-factor model of personality and academic performance
| Highly cited | No |
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