noa vu - anita de vries
DESCRIPTION
NOA VU - Anita De VriesTRANSCRIPT
Mix-in: Conference on diversity in higher education 2010
Broad versus narrow: personality as a predictor of academic performance in
culturally diverse groups
Anita de Vries
1www.noa-vu.nl
Overview
Introduction
Research questions
Study 1: method & results
Study 2: method & results
Conclusions
2/15www.noa-vu.nl
What is this presentation about?
A central issue: how to predict academic performance?
At the same time: lower academic performance of ethnic minorities (Jennissen & Oudhof, 2007; Roth & Bobko, 2000).
Interestingly: personality traits sometimes better predictors of academic performance than cognitive ability(e.g., Conard, 2006; Noftle & Robins, 2007; Poropat, 2009).
3/15www.noa-vu.nl
Personality predictors
Big Five personality factors: Extraversion, Agreeableness, Emotional Stability, Conscientiousness, & Openness to Experience (Goldberg, 1990).
HEXACO = Big Five traits plus Honesty-Humility (Ashton & Lee, 2004).
Conscientiousness = the strongest predictor of academic performance (e.g., Noftle & Robins, 2007).
Honesty-Humility as predictor? Integrity (cf. Honesty-Humility) = one of the best predictors of job performance (Schmidt & Hunter, 1998).
4/15www.noa-vu.nl
Broad versus narrow traits
Band-width fidelity
Broad traits with high band-width may offer lower fidelity.
Differences are better captured by narrow traits with low band-width but high fidelity.
Hence, narrow traits may improve the prediction of academic performance (e.g., Chamorro-Premuzic & Furnham, 2003).
5/15www.noa-vu.nl
Ethnicity
Ethnic minorities: lower academic performance (Jennissen
& Oudhof, 2007; Roth & Bobko, 2000).
Predictive validity of personality traits generalizable across ethnic groups?
6/15www.noa-vu.nl
Research questions
1. Are Conscientiousness & Honesty-Humility/Integrity positively related to academic performance (study 1 & 2)?
2. Do narrow traits improve the prediction of academic performance (study 1 & 2)?
3. Are the results for question 1 similar for the ethnic majority and ethnic minority group (study 2)?
7/15www.noa-vu.nl
Method study 1
Study 1: the relation between personality, at the broad- and narrow-level, and academic performance (GPA).
Second semester of academic year: 226 students (Mage = 20.5, SD = 2.8, 78.3% women) from the School for Higher Education in Rotterdam (The Netherlands).
The HEXACO-PI-R (Ashton & Lee, 2008)
End of the academic year: GPA from official records.
8/15www.noa-vu.nl
Results study 1
9/15www.noa-vu.nl
Emotionality
Extraversion
Agreeableness
Openness to Experience
Conscientiousness
Honesty-Humility (cf Integrity)
GPA
R² = .14**
r = .32**
r = .23**
R² =.02
R² =.12**
Results study 1
10/15www.noa-vu.nl
Organization
Diligence
Perfectionism
Prudence
Sincerity
Fairness
GPA
R² = .20**
r = .23**Greed Avoidance
Modesty r = .22**
r = .15*
r = 21**
r = .28**
r = .29**
r = .19**
R² =.18**
Method study 2
Study 2: the relation between personality and GPA among an ethnic majority and an ethnic minority group.
Start academic year: 1236 students (Mage = 20.1, SD = 4.2, 72.8% women, 17.5% minority students) from the School for Higher Education in Rotterdam (The Netherlands).
The Multicultural Personality Test - Big Six (MPT-BS; NOA Amsterdam, 2007).
At the end of the academic year: GPA from official records.
11/15www.noa-vu.nl
Results study 2
Conscientiousness (r = .27**) & Integrity (r = .19**) positive related to GPA.
GPA of ethnic minority students was less high than GPA of ethnic majority students.
For ethnic minority students, the relation between Conscientiousness and GPA was less strong than it was for majority students
For ethnic minority students, the relation between Integrity and GPA was stronger than it was for majority students
12/15www.noa-vu.nl
Conclusions
Conscientiousness & Honesty-Humility/Integrity were positively related to academic performance.
Narrow traits of Conscientiousness and Honesty-Humility/Integrity: explained more variance than did the broad traits.
For ethnic minority students, the relation between Conscientiousness and academic performance was less strong, while the relation between Integrity and academic performance was stronger than it was for majority students.
13/15www.noa-vu.nl
Your help
Could you help me with the following:
Why do you think .....
the relation between Conscientiousness and academic performance was less strong for ethnic minority students, while the relation between Integrity and academic performance was stronger than for majority students?
14/15www.noa-vu.nl
