Center for Educational Science, University of Tuebingen, Tuebingen, Germany.
J Pers Soc Psychol. 2009 Dec;97(6):1115-28. doi: 10.1037/a0017048.
Conscientiousness and domain-specific competence beliefs are known to be highly important predictors of academic effort and achievement. Given their basis in distinct research traditions, however, these constructs have rarely been examined simultaneously. Three studies with 571, 415, and 1,535 students, respectively, found a moderate association between conscientiousness and competence beliefs. Both conscientiousness and competence beliefs meaningfully predicted academic effort, irrespective of how academic effort was measured (single-measurement questionnaire or diary data). The associations of competence beliefs with academic effort were highly domain specific, whereas conscientiousness was predictive of academic effort across a wide range of academic subjects. Conscientiousness and competence beliefs were also associated with academic achievement. Figural and verbal reasoning ability, although associated with academic achievement, only loosely predicted academic effort.
责任心和领域特定的能力信念是已知的高度重要的学术努力和成就的预测因素。鉴于它们在不同的研究传统中的基础，然而，这些结构很少同时被检验。三项研究分别有 571、415 和 1535 名学生，发现责任心和能力信念之间存在中度关联。责任心和能力信念都对学习努力有意义的预测，无论如何测量学术努力（单一测量问卷或日记数据）。能力信念与学术努力的关联具有高度的领域特殊性，而责任心则可以预测广泛的学术科目中的学术努力。责任心和能力信念也与学业成绩有关。图形和言语推理能力虽然与学业成绩相关，但仅松散地预测学习努力。
