Conscientiousness Is the Most Powerful Noncognitive Predictor of School Achievement in Adolescents Barbara Dumfart and Aljoscha C. Neubauer Abstract Much research has demonstrated that intelligence and conscientiousness have a high impact on individual school achievement. To figure out if other noncognitive traits have incremental validity over intelligence and conscientiousness, we conducted a study on 498 […]
Archives for March 2016
Rethinking Expertise: A Multifactorial Gene–Environment Interaction Model of Expert Performance
Rethinking Expertise: A Multifactorial Gene–Environment Interaction Model of Expert Performance Fredrik Ullén, David Zachary Hambrick, and Miriam Anna Mosing Scientific interest in expertise—superior performance within a specific domain—has a long history in psychology. Although there is a broad consensus that a long period of practice is essential for expertise, a long-standing controversy in the field […]
Openness to Experience and Intellect Differentially Predict Creative Achievement in the Arts and Sciences
Openness to Experience and Intellect Differentially Predict Creative Achievement in the Arts and Sciences Scott Barry Kaufman, Lena C. Quilty, Rachael G. Grazioplene, Jacob B. Hirsh, Jeremy R. Gray, Jordan B. Peterson, and Colin G. DeYoung The Big Five personality dimension Openness/Intellect is the trait most closely associated with creativity and creative achievement. Little is known, […]