Friedrich Teresa Sophie, Schütz Astrid
Institute for Employment Research, 90478 Nuremberg, Germany.
Institute for Psychology, University of Bamberg, 96047 Bamberg, Germany.
J Intell. 2023 Jul 20;11(7):146. doi: 10.3390/jintelligence11070146.
Intelligence and noncognitive factors such as conscientiousness are strongly related to academic performance. As theory and research differ with respect to their interplay in predicting performance, the present study examines whether conscientiousness compensates for intelligence or enhances the effect of intelligence on performance in 3775 13th grade students from Germany. Latent moderation analyses show positive main effects of intelligence and conscientiousness on grades. Further, analyses reveal synergistic interactions in predicting grades in biology, mathematics, and German, but no interaction in predicting grades in English. Intelligence and grades are more strongly linked if students are conscientious. Multigroup models detected gender differences in biology, but no differences with respect to SES. In biology, conscientiousness has especially strong effects in intelligent men. Conscientiousness thus enhances the effect of intelligence on performance in several subjects.
智力和尽责性等非认知因素与学业成绩密切相关。由于理论和研究在预测成绩时它们的相互作用方面存在差异，本研究调查了在来自德国的3775名13年级学生中，尽责性是否能弥补智力的不足，或者增强智力对成绩的影响。潜在调节分析表明，智力和尽责性对成绩有积极的主效应。此外，分析揭示了在预测生物、数学和德语成绩时存在协同交互作用，但在预测英语成绩时不存在交互作用。如果学生尽责，智力与成绩的联系会更紧密。多组模型检测到在生物学科上存在性别差异，但在社会经济地位方面没有差异。在生物学科中，尽责性对聪明的男性影响尤为显著。因此，尽责性增强了智力对多个学科成绩的影响。
