What teachers and parents can add to personality ratings of children: Unique associations with academic performance in elementary school
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What teachers and parents can add to personality ratings of children : Unique associations with academic performance in elementary school. / Brandt, Naemi D; Becker, Michael; Tetzner, Julia et al.
In: European Journal of Personality, Vol. 35, No. 6, 01.11.2021, p. 814-832.Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - What teachers and parents can add to personality ratings of children
T2 - Unique associations with academic performance in elementary school
AU - Brandt, Naemi D
AU - Becker, Michael
AU - Tetzner, Julia
AU - Brunner, Martin
AU - Kuhl, Poldi
N1 - Publisher Copyright: © The Author(s) 2021.
PY - 2021/11/1
Y1 - 2021/11/1
N2 - Adults’ ratings of children’s personality have been found to be more closely associated with academic performance than children’s self-reports. However, less is known about the relevance of the unique perspectives held by specific adult observers such as teachers and parents for explaining variance in academic performance. In this study, we applied bifactor (S–1) models for 1411 elementary school children to investigate the relative merits of teacher and parent ratings of children’s personalities for academic performance above and beyond the children’s self-reports. We examined these associations using standardized achievement test scores in addition to grades. We found that teachers’ unique views on children’s openness and conscientiousness had the strongest associations with academic performance. Parents’ unique views on children’s neuroticism showed incremental associations above teacher ratings or self-reports. For extraversion and agreeableness, however, children’s self-reports were more strongly associated with academic performance than teacher or parent ratings. These results highlight the differential value of using multiple informants when explaining academic performance with personality traits.
AB - Adults’ ratings of children’s personality have been found to be more closely associated with academic performance than children’s self-reports. However, less is known about the relevance of the unique perspectives held by specific adult observers such as teachers and parents for explaining variance in academic performance. In this study, we applied bifactor (S–1) models for 1411 elementary school children to investigate the relative merits of teacher and parent ratings of children’s personalities for academic performance above and beyond the children’s self-reports. We examined these associations using standardized achievement test scores in addition to grades. We found that teachers’ unique views on children’s openness and conscientiousness had the strongest associations with academic performance. Parents’ unique views on children’s neuroticism showed incremental associations above teacher ratings or self-reports. For extraversion and agreeableness, however, children’s self-reports were more strongly associated with academic performance than teacher or parent ratings. These results highlight the differential value of using multiple informants when explaining academic performance with personality traits.
KW - Empirical education research
KW - big five
KW - academic performance
KW - personality ratinga
KW - Multitrait-multimethod
KW - late childhood
KW - Educational science
UR - http://www.scopus.com/inward/record.url?scp=85117231898&partnerID=8YFLogxK
U2 - 10.1177/0890207020988436
DO - 10.1177/0890207020988436
M3 - Journal articles
VL - 35
SP - 814
EP - 832
JO - European Journal of Personality
JF - European Journal of Personality
SN - 0890-2070
IS - 6
ER -