Learning approaches: Associations with Typical Intellectual Engagement, intelligence and the Big Five

Learning approaches, i.e. students’ learning strategies and motives, predict academic performance but it is not clear how much variance they share with intelligence and personality. Here, the relationship of the Big Five personality traits, intelligence, and Typical Intellectual Engagement (TIE) with deep, achieving and surface learning was explored in a sample of 579 British undergraduate students. A structural equation model showed that (a) intelligence was negligibly associated with learning approaches; (b) TIE was strongly related to all three types of learning approaches; (c) deep learning shared the greatest amount of variance with TIE, while (d) achieving learning was best explained by Extraversion, Openness to Experience, and Conscientiousness. Only 25% of the variance in surface learning was accounted for by intelligence and personality. Thus, personality traits and learning approaches share much variance but not enough to dismiss either construct as redundant

Independent effects of personality and sex on self-estimated intelligence: evidence from Austria

The effects of sex and personality traits on self-estimates of intelligence were examined in a sample of 302 Austrian adults (143 men, 159 women). Confirming previous research, men had higher self-estimates of logical and spatial abilities than did women, and these differences were partly explained in terms of women's higher Neuroticism scores. Neuroticism (negatively) and Openness (positively) accounted significantly for variances in self-estimates of spatial and logical intelligence. However, sex had stronger direct and indirect effects on self-estimates of intelligence. Sex and personality effects appear to be largely independent. Thus, being male, emotionally stable, and open to new experiences is likely to result in higher self-estimates of spatial and logical abilities