Openness and postsecondary academic performance: A meta-analysis of facet-, aspect-, and dimension-level correlations

dc.accessRightsAnonymous
dc.audienceScience
dc.contributor.authorGatzka, Thomas
dc.contributor.authorHell, Benedikt
dc.date.accessioned2018-11-22T08:37:28Z
dc.date.available2018-11-22T08:37:28Z
dc.date.issued2018
dc.description.abstractOpenness to experience has often been linked to academic achievement because it subsumes traits such as curiosity, open-mindedness, thoughtfulness, and intellectuality. However, recent meta-analyses have reported rather small true correlation estimates. In this article, we first provide a comprehensive rationale for a relationship between openness and academic performance with a distinct focus on specific components of openness (i.e., facets and aspects). We then extend prior research by presenting our own meta-analysis (k = 28, N = 5,861) on the relationship between 6 openness facets and postsecondary academic performance. Furthermore, we report results from meta-analytic structural equation modeling (k = 19, N = 3,627) that describe the effects of 2 openness aspects, which form an intermediate construct-level between dimension and facets, on academic achievement. Finally, we investigate 2 possible moderators in a dimension-level meta-analysis (k = 149, N = 50,449). Overall, our findings suggest that (a) only 2 openness facets are positive predictors of academic performance, (b) the 2 openness aspects have contrary effects on academic achievement, and (c) the correlation between openness and academic performance is moderated by openness scales and academic majors. We conclude that the true potential of openness for predicting academic performance is concealed within the heterogeneity of the construct and discuss according perspectives for future research.
dc.identifier.doihttps://doi.org/10.1037/edu0000194
dc.identifier.issn1939-2176
dc.identifier.issn0022-0663
dc.identifier.urihttp://hdl.handle.net/11654/26749
dc.issue3
dc.language.isoen
dc.publisherAmerican Psychological Associationen_US
dc.relation.ispartofJournal of Educational Psychologyen_US
dc.subject.ddc150 - Psychologiede
dc.titleOpenness and postsecondary academic performance: A meta-analysis of facet-, aspect-, and dimension-level correlations
dc.type01A - Beitrag in wissenschaftlicher Zeitschrift
dc.volume110
dspace.entity.typePublication
fhnw.InventedHereYes
fhnw.IsStudentsWorkno
fhnw.PublishedSwitzerlandNo
fhnw.ReviewTypeAnonymous ex ante peer review of a complete publication
fhnw.affiliation.hochschuleHochschule für Angewandte Psychologiede_CH
fhnw.affiliation.institutInstitut Mensch in komplexen Systemende_CH
fhnw.pagination355-377
fhnw.publicationOnlineJa
fhnw.publicationStatePublished
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relation.isAuthorOfPublication97c385b4-8aa2-4e86-a7cc-e1f5fb0f3b23
relation.isAuthorOfPublication.latestForDiscoverye4659394-c034-45ff-8d0d-56e472e1ee16
Dateien