Unraveling the Relationship Between Teacher-Assigned Grades, Student Personality, and Standardized Test Scores.
Big Five
German
conscientiousness
grading practice
mathematics
secondary school
student personality
teacher-assigned grades
Journal
Frontiers in psychology
ISSN: 1664-1078
Titre abrégé: Front Psychol
Pays: Switzerland
ID NLM: 101550902
Informations de publication
Date de publication:
2021
2021
Historique:
received:
09
11
2020
accepted:
08
02
2021
entrez:
5
4
2021
pubmed:
6
4
2021
medline:
6
4
2021
Statut:
epublish
Résumé
The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that conscientiousness explains to some extent why certain students receive better grades despite similar academic accomplishments (i.e., achieving similar scores in domain-specific standardized achievement tests). Therefore, the present study examines to what extent the relationship between student personality and teacher-assigned grades consists of direct as opposed to indirect associations (via subject-specific standardized test scores). We used a representative sample of 14,710 ninth-grade students to estimate these direct and indirect pathways in mathematics and German. Structural equation models showed that test scores explained between 8 and 11% of the variance in teacher-assigned grades in mathematics and German. The Big Five personality traits in students additionally explained between 8 and 10% of the variance in grades. Finally, the personality-grade relationship consisted of direct (0.02 | β| ≤ 0.27) and indirect associations via test scores (0.01 | β| ≤ 0.07). Conscientiousness explained discrepancies between teacher-assigned grades and students' scores in domain-specific standardized tests to a greater extent than any of the other Big Five personality traits. Our findings suggest that students that are more conscientious may invest more effort to accomplish classroom goals, but fall short of mastery.
Identifiants
pubmed: 33815213
doi: 10.3389/fpsyg.2021.627440
pmc: PMC8017135
doi:
Types de publication
Journal Article
Langues
eng
Pagination
627440Informations de copyright
Copyright © 2021 Westphal, Vock and Kretschmann.
Déclaration de conflit d'intérêts
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.
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