It has been therefore suggested tha

It has been therefore suggested that Conscientiousness and general performance are
T. Chamorro-Premuzic, A. Furnham / Journal of Research in Personality 37 (2003) 319–338 321
related through motivation—particularly when extrinsic determinants of motivation
are held constant (Sackett, Gruys, & Ellingson, 1998).
Another personality factor which has been frequently associated with (poor) academic
performance is Psychoticism. Goh and Moore (1978) found that Psychoticism
was a significant (negative) predictor of academic success. Maqsud (1993)
evidenced negative relationships between Psychoticism and academic attainment,
and positive correlations between academic attainment and academic self-concept.
These correlations suggest that Psychoticism could affect students
self-conceptions
of academic performance. Furnham and Medhurst (1995) reported significant and
negative correlations between Psychoticism and academic performance (as measured
by seminar reports and final grade). These results were replicated by Aluja Fabregat
and Torrubia-Beltri (1998), who also suggested that Psychoticism affects responsibility
and interest in studies, and by Sanchez-Marin et al. (2001), who argued that
Psychoticism can limit academic success.
Another interesting issue concerns the relation between Psychoticism, creativity,
and academic performance. Although creativity has been found to be a positive correlate
of academic performance (Sen & Hagtvet, 1993), the personality correlates of
creativity are uncertain (Aguilar-Alonso, 1996; Furnham, 1999; Stavridou & Furnham,
1996). Kumar (1978) reported higher creativity-test scores for introverts, while
Di Scipio (1971) and Richardson (1985) found positive correlations between creativity
and Extraversion. On the other hand, creativity has been positively associated
with Psychoticism (Eysenck, 1995). This association contradicts the results of Sen
and Hagtvet
s (1993) study, since Psychoticism is negatively related to academic performance
(see above). Further, creativity and Openness (a factor which is expected to
correlate positively with academic attainment) have been conceptualised as related
constructs, for instance in McCrae and Costa (1997). It thus seems important to examine
whether a measure of creativity can be useful to predict academic performance.
This paper will investigate the predictability of general academic performance in
two longitudinal studies of British university students. Personality will be assessed by
two widely used and well-established inventories, i.e., the NEO-FFI (Costa & McCrae,
1992), and the EPQ-R (Eysenck & Eysenck, 1985). These inventories assess the
Big Five and Gigantic Three dimensions of personality, respectively, and are considered
the state of the art in personality assessment (Matthews & Deary, 1998). Further,
using two related questionnaires provides some evidence of generalisability
across instruments. Hence the possibility of examining how the major personality dimensions
relate to academic performance. Academic performance will be assessed
through examination grades (corresponding to several exams at the end of each academic
year) and a 6-month supervised final-year project. In addition, academic
behavioural indicators (ABI) (obtained by continuous assessment) such us absenteeism,
essay-writing, seminar behaviour, will be also examined with regard to personality
traits and academic performance.

Kết quả (Việt) 1:

Do đó người ta cho rằng Conscientiousness và hiệu suất chung làT. Chamorro-Premuzic, A. Furnham / tạp chí nghiên cứu trong tính cách 37 (2003) 319 – 338 321liên quan đến thông qua các động lực — đặc biệt là khi yếu tố quyết định bên ngoài động lựcđược tổ chức hằng (Sackett, Gruys & Ellingson, 1998).Một yếu tố nhân cách đã được thường xuyên liên kết với học tập (người nghèo)hiệu suất là Psychoticism. Goh và Moore (1978) thấy rằng Psychoticismlà một dự báo (phủ định) quan trọng của sự thành công học tập. Maqsud (1993)bằng chứng phủ định mối quan hệ giữa Psychoticism và đạt được học tập,và mối tương quan tích cực giữa học tập đạt được và tự khái niệm học tập.Mối tương quan này gợi ý rằng Psychoticism có thể ảnh hưởng đến sinh viên self-conceptionshiệu suất học tập. Furnham và Medhurst (1995) báo cáo quan trọng vàtiêu cực tương quan giữa Psychoticism và các hoạt động học thuật (như đoHội thảo báo cáo và cuối cùng lớp). Những kết quả đã được nhân rộng của Aluja Fabregatvà Torrubia-Beltri (1998), người cũng gợi ý rằng Psychoticism ảnh hưởng đến trách nhiệmvà quan tâm đến nghiên cứu, và bởi Sanchez-Marin et al. (2001), những người cho rằngPsychoticism có thể hạn chế thành công học tập.Một vấn đề thú vị khác liên quan đến mối quan hệ giữa Psychoticism, sáng tạo,và học tập hiệu quả. Mặc dù sự sáng tạo đã được tìm thấy là một tương quan tích cựcof academic performance (Sen & Hagtvet, 1993), the personality correlates ofcreativity are uncertain (Aguilar-Alonso, 1996; Furnham, 1999; Stavridou & Furnham,1996). Kumar (1978) reported higher creativity-test scores for introverts, whileDi Scipio (1971) and Richardson (1985) found positive correlations between creativityand Extraversion. On the other hand, creativity has been positively associatedwith Psychoticism (Eysenck, 1995). This association contradicts the results of Senand Hagtvet
s (1993) study, since Psychoticism is negatively related to academic performance(see above). Further, creativity and Openness (a factor which is expected tocorrelate positively with academic attainment) have been conceptualised as relatedconstructs, for instance in McCrae and Costa (1997). It thus seems important to examinewhether a measure of creativity can be useful to predict academic performance.This paper will investigate the predictability of general academic performance intwo longitudinal studies of British university students. Personality will be assessed bytwo widely used and well-established inventories, i.e., the NEO-FFI (Costa & McCrae,1992), and the EPQ-R (Eysenck & Eysenck, 1985). These inventories assess theBig Five and Gigantic Three dimensions of personality, respectively, and are consideredthe state of the art in personality assessment (Matthews & Deary, 1998). Further,using two related questionnaires provides some evidence of generalisabilityacross instruments. Hence the possibility of examining how the major personality dimensionsrelate to academic performance. Academic performance will be assessedthrough examination grades (corresponding to several exams at the end of each academicyear) and a 6-month supervised final-year project. In addition, academicbehavioural indicators (ABI) (obtained by continuous assessment) such us absenteeism,essay-writing, seminar behaviour, will be also examined with regard to personalitytraits and academic performance.