%0 Journal Article
%T Predicting early academic achievement: The role of higher-versus lower-order personality traits
%A Zupan£¿i£¿ Maja
%A Kav£¿i£¿ Tina
%J Psihologija
%D 2011
%I Drustvo Psihologa Srbije
%R 10.2298/psi1104295z
%X The study explored the role of children¡¯s (N = 193) individual differences and parental characteristics at the beginning of the first year of schooling in predicting students¡¯ attainment of academic standards at the end of the year. Special attention was paid to children¡¯s personality as perceived by the teachers¡¯ assistants. Along with parents¡¯ education, parenting practices and first-graders¡¯ cognitive ability, the incremental predictive power of children¡¯s higher-order (robust) personality traits was compared to the contribution of lower-order (specific) traits in explaining academic achievement. The specific traits provided a somewhat more accurate prediction than the robust traits. Unique contributions of maternal authoritative parenting, children¡¯s cognitive ability, and personality to academic achievement were established. The ratings of first-graders¡¯ conscientiousness (a higher-order trait) improved the prediction of academic achievement based on parenting and cognitive ability by 12%, whereas assistant teacher¡¯s perceived children¡¯s intelligence and low antagonism (lower-order traits) improved the prediction by 17%.
%K first-graders
%K personality traits
%K cognitive ability
%K parenting
%K academic achievement
%U http://www.doiserbia.nb.rs/img/doi/0048-5705/2011/0048-57051104295Z.pdf