Personality and intellectual competence: a psychometric examination of the relation between the big 5, academic performance and intelligence

This thesis concerns the relationship between personality traits and intellectual competence. It contains five chapters and ten independent but related empirical studies. Chapter one presents a review of the salient literature in the area. It is divided into three sub-sections: personality and psychometric intelligence, personality and academic performance (AP), and personality and subjectively-assessed intelligence (SAI). Chapter two (studies 1 to 4) examines the relationship between the Big Five personality traits with several psychometric intelligence tests, SAL and gender. Results indicated that personality traits (notably Neuroticism and Agreeableness) are significantly related to SAI, but not to psychometric intelligence. Since SAI is also significantly related to psychometric intelligence, it is suggested that SAI may mediate the relationship between personality and psychometric intelligence. Chapter three (studies5 to 8) examines the relationship between psychometric intelligence and personality (the Big Five and the Gigantic Three) with AP. Results indicate that personality traits (notably Conscientiousness and Psychoticism) are significant predictors of AP, accounting for unique variance in AP even when psychometric intelligence and academic behaviour are considered as predictors. Chapter four (studies 9& 10) looks at the relationship between personality and psychometric intelligence with a measure of art judgement as well as several indicators of previous art experience. Results indicate that art judgement is related to both personality and intelligence, and may therefore be considered a mixed construct. Chapter five presents a brief summary of the results and conclusions

New Talent Signals: Shiny New Objects or a Brave New World?

Almost 20 years after McKinsey introduced the idea of a war for talent, technology is disrupting the talent identification industry. From smartphone profiling apps to workplace big data, the digital revolution has produced a wide range of new tools for making quick and cheap inferences about human potential and predicting future work performance. However, academic industrial–organizational (I-O) psychologists appear to be mostly spectators. Indeed, there is little scientific research on innovative assessment methods, leaving human resources (HR) practitioners with no credible evidence to evaluate the utility of such tools. To this end, this article provides an overview of new talent identification tools, using traditional workplace assessment methods as the organizing framework for classifying and evaluating new tools, which are largely technologically enhanced versions of traditional methods. We highlight some opportunities and challenges for I-O psychology practitioners interested in exploring and improving these innovations

Stronger Together: Personality, Intelligence and the Assessment of Career Potential

Personality and intelligence have a long history in applied psychology, with research dating back more than 100 years. In line, early developments in industrial-organizational psychology were largely founded on the predictive power of personality and intelligence measures vis-à-vis career-related outcomes. However, despite a wealth of evidence in support of their utility, the concepts, theories, and measures of personality and intelligence are still widely underutilized in organizations, even when these express a commitment to making data-driven decisions about employees and leaders. This paper discusses the value of personality and intelligence to understand individual differences in career potential, and how to increase the adoption of theories and tools for evaluating personality and intelligence in real-world organizational contexts. Although personality and intelligence are distinct constructs, the assessment of career potential is incomplete without both

When and why entrepreneurial employees want to quit their job: Exploring two conflicting mechanisms

Past turnover research has posited personality traits as important antecedents to quit intentions. Nevertheless, previous literature has not investigated the relationship between employees’ entrepreneurial tendencies—a constellation of domain specific traits—and turnover. Drawing on dispositional trait theory and attraction‐selection‐attrition theory, we propose engagement and intentions to start a business as mediators of the relationship between entrepreneurial tendencies and quit intentions. We test our predictions in a sample of full‐time employees from the United Kingdom (N = 224). In line with our hypotheses, an inconsistent mediation is found, where both positive and negative links between entrepreneurial tendencies and turnover intentions were mediated by engagement and intentions to start a business respectively. Thus, entrepreneurial employees were more likely to be engaged, but at the same time also more likely to be considering starting their own business, leading to a conflicting relationship to turnover intentions. The current study informs the human resource management literature concerning the motivational mechanisms explaining turnover intentions among entrepreneurial employees. It also provides practical insights with regards to the effective management of this workforce

The entrepreneurial organization: The effects of organizational culture on innovation output

As organizations face growing economic pressures, leaders need to create work environments that support and encourage entrepreneurial behavior in their workforce to drive organizational innovation and growth. In this vein, the current article examines the effect of an entrepreneurial culture on an employee's innovation output and explores three mechanisms by which this may be achieved. In a sample of 438 working adults, the relationship between entrepreneurial culture and innovation output was fully mediated by work engagement. Furthermore, entrepreneurial culture positively moderated the relationship between an individual's entrepreneurial personality and innovation output. These findings contribute new theoretical insights to the corporate entrepreneurship literature and have important practical implications for organizations aiming to become more entrepreneurial

What motivates academic dishonesty in students? A reinforcement sensitivity theory explanation

BACKGROUND: Academic dishonesty (AD) is an increasing challenge for universities worldwide. The rise of the Internet has further increased opportunities for students to cheat. AIMS: In this study, we investigate the role of personality traits defined within Reinforcement Sensitivity Theory (RST) as potential determinants of AD. RST defines behaviour as resulting from approach (Reward Interest/reactivity, goal-drive, and Impulsivity) and avoidance (behavioural inhibition and Fight-Flight-Freeze) motivations. We further consider the role of deep, surface, or achieving study motivations in mediating/moderating the relationship between personality and AD. SAMPLE: A sample of UK undergraduates (N = 240). METHOD: All participants completed the RST Personality Questionnaire, a short-form version of the study process questionnaire and a measure of engagement in AD, its perceived prevalence, and seriousness. RESULTS: Results showed that RST traits account for additional variance in AD. Mediation analysis suggested that GDP predicted dishonesty indirectly via a surface study approach while the indirect effect via deep study processes suggested dishonesty was not likely. Likelihood of engagement in AD was positively associated with personality traits reflecting Impulsivity and Fight-Flight-Freeze behaviours. Surface study motivation moderated the Impulsivity effect and achieving motivation the FFFS effect such that cheating was even more likely when high levels of these processes were used. CONCLUSIONS: The findings suggest that motivational personality traits defined within RST can explain variance in the likelihood of engaging in dishonest academic behaviours

Individual characteristics and student's engagement in scientific research : a cross-sectional study

Background: In light of the increasing recognition of the importance of physician scientists, and given the association between undergraduate research experiences with future scientific activity, it is important to identify and understand variables related to undergraduate student’s decision to engage in scientific research activities. The present study assessed the influence of individual characteristics, including personality traits and socio-demographic characteristics, on voluntary engagement in scientific research of undergraduate medical students. Methods: For this study, all undergraduate students and alumni of the School of Health Sciences in Minho, Portugal were invited to participate in a survey about voluntary engagement in scientific research activities. Data were available on socio-demographic, personality and university admission variables, as part of an ongoing longitudinal study. A regression model was used to compare (1) engaged with (2) not engaged students. A classification and regression tree model was used to compare students engaged in (3) elective curricular research (4) and extra-curricular research. Results: A total of 466 students (88%) answered the survey. A complete set of data was available for 435 students (83%).Higher scores in admission grade point average and the personality dimensions of “openness to experience” and “conscientiousness” increased chances of engagement. Higher “extraversion” scores had the opposite effect. Male undergraduate students were two times more likely than females to engage in curricular elective scientific research and were also more likely to engage in extra-curricular research activities. Conclusions: This study demonstrated that student’s grade point average and individual characteristics, like gender, openness and consciousness have a unique and statistically significant contribution to student’s involvement in undergraduate scientific research activities.Fundação para a Ciência e a Tecnologia (FCT) - PTDC/ESC/65116/200

Predicting language learners' grades in the L1, L2, L3 and L4: the effect of some psychological and sociocognitive variables

This study of 89 Flemish high-school students' grades for L1 (Dutch), L2 (French), L3 (English) and L4 (German) investigates the effects of three higher-level personality dimensions (psychoticism, extraversion, neuroticism), one lower-level personality dimension (foreign language anxiety) and sociobiographical variables (gender, social class) on the participants' language grades. Analyses of variance revealed no significant effects of the higher-level personality dimensions on grades. Participants with high levels of foreign language anxiety obtained significantly lower grades in the L2 and L3. Gender and social class had no effect. Strong positive correlations between grades in the different languages could point to an underlying sociocognitive dimension. The implications of these findings are discussed