Division of Psychology, Department of Clinical Neuroscience, Karolinska Institutet, 171 77, Stockholm, Sweden.
Department of Global Public Health, Karolinska Institutet, Stockholm, Sweden.
BMC Psychol. 2021 Dec 28;9(1):202. doi: 10.1186/s40359-021-00708-1.
Earlier research has identified both synergistic and compensatory personality traits by intelligence interaction effects on academic performance.
The present study employed data on intelligence, personality traits, and academic performance in the 1997 National Longitudinal Survey of Youth (NLSY97, N = 8984).
Some intelligence by personality trait interaction effects, mainly involving indicators of dependability, on high school grades were identified. The interaction effects tended to be synergistic, meaning that the association between the trait and grades tended to strengthen with increased intelligence. A positive association between intelligence and the reliability in the measurement of a dependability composite score accounted for a substantial portion of the synergistic dependability by intelligence interaction effect on academic performance.
Personality trait by intelligence interaction effects on academic performance tend to be synergistic and may, at least to some degree, be due to a positive association between intelligence and reliability in the measurement of personality traits.
早期的研究已经通过智力与学术表现的相互作用效应确定了协同和互补的人格特质。
本研究采用了 1997 年全国青年纵向调查（NLSY97，N=8984）中关于智力、人格特质和学术表现的数据。
确定了一些智力与人格特质相互作用的效应，主要涉及可靠性指标，对高中成绩有影响。这些相互作用效应往往是协同的，这意味着特质与成绩之间的关联随着智力的增加而增强。智力与可靠性之间的正相关关系，解释了在测量可靠性综合得分时协同作用的智力与可靠性相互作用效应对学业表现的重要部分。
智力与人格特质相互作用效应对学业表现的影响往往是协同的，至少在某种程度上，这可能是由于智力与人格特质测量中的可靠性之间存在正相关关系。
