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Correlates and consequences of status and change in intellectual engagement
S20
Abstracts / Personality and Individual Differences 60 (2014) S3–S23
Openness, interests, fluid intelligence, working memory and achievement: Laboratory and experience sampling data M. Ziegler, U. Maaß, A. Scheuer Humboldt-Universität zu Berlin, Germany The interplay between personality traits and cognitive ability to predict academic achievement has been at the centre of many research projects. The OFCI model by Ziegler et al. (2012) focuses on Openness, interests and fluid intelligence as influential traits when predicting crystallized intelligence. Ideas from the OFCI model are applied here to data from N = 65 psychology students. All participants were administered a comprehensive test battery including personality questionnaires as well as working memory and intelligence tests shortly after semester start. During semester participants were equipped with an iPad for 3 weeks and filled out short questionnaires three times a day. The daily questionnaires focused on Openness, interest in psychology and daily successes and failures. After semester end grades in three written exams were collected. Findings will be discussed to further elucidate the complex interplay between Openness, interests and cognitive abilities when predicting academic achievement. http://dx.doi.org/10.1016/j.paid.2013.07.391
Correlates and consequences of status and change in intellectual engagement O. Wilhelm, G. Hülür, F. Gasimova, A. Robitzsch Universität Ulm, Germany Self-reports of Intellectual Engagement (IE) focus on pleasure and enjoyment of intellectual activities. IE might be causal for knowledge loaded ability constructs. Available evidence on IE is usually correlational but longitudinal studies are better suited to pursue these research questions. 112 9th grade students participated in a two year intensive longitudinal study. Students worked on educational tests for Maths and German (local language), and Working Memory Capacity tests during the longitudinal phase. Additionally we administered measures of IE and recorded school grades repeatedly. Fluid and crystallized intelligence were measured at pre- and posttest. We will report about individual differences in status and change in IE and how both are related to proximal and distal ability and achievement criteria. Overall the results show only weak relations of status and change in IE and learning outcomes. We attribute this lack of relations to missing degrees of freedom in students learning behaviour. http://dx.doi.org/10.1016/j.paid.2013.07.392
Engagement/disengagement and development P.L. Ackerman Georgia Institute of Technology, USA
adolescent
intellectual
Previous research has examined the relationship between facilitative and impeding trait complexes and intellect and learning/ retention of domain knowledge in young adults and middle-aged adults. In this presentation, the results from a longitudinal study of high-school students (9th–12th grades) are reviewed. Assessments of cognitive abilities were made in the 9th grade; domain knowledge assessments (science, humanities) in the 12th grade. Affective traits, conative traits, and self-concept/self-estimates of ability were assessed each year. General and specific engagement measures indicated relatively high levels of year-to-year stability across the 4 yearly assessments. Ninth-grade measures of facilitative trait complexes were associated with engagement (e.g., TIE, nAch) and impeding trait complexes were associated with disengagement (e.g., Extroversion),
as reflected in academic grades and individual differences in domain knowledge. Trait complex composites provided incremental predictive validity for domain knowledge; beyond the variance accounted for by a composite measure of general intellectual ability. http://dx.doi.org/10.1016/j.paid.2013.07.393
Investment prompts cognitive development but why? A look at possible mechanisms Sophie von Stumm Goldsmiths University of London, UK Recent research has substantiated the importance of personality investment traits for cognitive development, but less is known about the mechanisms through which investment traits contribute to intellectual growth. Investment traits refer to stable individual differences in the tendency to seek out, engage in, enjoy, and continuously pursue opportunities for effortful cognitive activity. As such, investment traits may predict an increased level of engagement in intellectual behaviours and activities, such as reading or visiting museums and theatres, thereby prompting intellectual growth. Alternatively, investment traits may be associated with individual differences in constructing (everyday) experiences, operating at a more basic level of information-engagement and -processing. This talk reviews the empirical evidence for both mechanisms, including cross-sectional and longitudinal studies on adult intelligence and cognitive ageing. http://dx.doi.org/10.1016/j.paid.2013.07.394
Emotional intelligence: Applications in education D.H. Saklofske University of Western Ontario, Canada Following the introduction of emotional intelligence (EI) some 20 years ago, there has been growing interest in its relevance in the education context. This symposium provides support for the breadth of applications that EI has for schools today. The relationship of EI to school achievement in preadolescent students is addressed in papers by Billings et al. and Downey et al. concerns about school violence have focused on bullying behaviour and peer victimisation. The papers presented by Lomas et al. and Parker et al. explore the relationship between EI and both bullies and victims that has implications for both intervention and prevention. A further examination of the key role that personality and temperament play in the development of EI in children and adolescents is presented by Keefer et al. while Saklofske et al. examine how EI training can enhance stress management capacity and well-being in pre-service teachers. http://dx.doi.org/10.1016/j.paid.2013.07.395
Emotional intelligence and academic achievement in preadolescent students from Australian schools C. Billings, J. Lomas, L. Downey, C. Stough Swinburne University of Technology, Australia A newly developed measure of ability EI, the Swinburne University Emotional Intelligence Test—Early Years (SUEIT-EY) has enabled the role of EI in the preadolescent years to be examined. This presentation will outline a study of children from four Australian Primary schools in which the predictive validity of EI was assessed. The study was the first to empirically examine whether scores on an ability EI measure and scholastic achievement were related in preadolescence.
Abstracts / Personality and Individual Differences 60 (2014) S3–S23
Openness, interests, fluid intelligence, working memory and achievement: Laboratory and experience sampling data M. Ziegler, U. Maaß, A. Scheuer Humboldt-Universität zu Berlin, Germany The interplay between personality traits and cognitive ability to predict academic achievement has been at the centre of many research projects. The OFCI model by Ziegler et al. (2012) focuses on Openness, interests and fluid intelligence as influential traits when predicting crystallized intelligence. Ideas from the OFCI model are applied here to data from N = 65 psychology students. All participants were administered a comprehensive test battery including personality questionnaires as well as working memory and intelligence tests shortly after semester start. During semester participants were equipped with an iPad for 3 weeks and filled out short questionnaires three times a day. The daily questionnaires focused on Openness, interest in psychology and daily successes and failures. After semester end grades in three written exams were collected. Findings will be discussed to further elucidate the complex interplay between Openness, interests and cognitive abilities when predicting academic achievement. http://dx.doi.org/10.1016/j.paid.2013.07.391
Correlates and consequences of status and change in intellectual engagement O. Wilhelm, G. Hülür, F. Gasimova, A. Robitzsch Universität Ulm, Germany Self-reports of Intellectual Engagement (IE) focus on pleasure and enjoyment of intellectual activities. IE might be causal for knowledge loaded ability constructs. Available evidence on IE is usually correlational but longitudinal studies are better suited to pursue these research questions. 112 9th grade students participated in a two year intensive longitudinal study. Students worked on educational tests for Maths and German (local language), and Working Memory Capacity tests during the longitudinal phase. Additionally we administered measures of IE and recorded school grades repeatedly. Fluid and crystallized intelligence were measured at pre- and posttest. We will report about individual differences in status and change in IE and how both are related to proximal and distal ability and achievement criteria. Overall the results show only weak relations of status and change in IE and learning outcomes. We attribute this lack of relations to missing degrees of freedom in students learning behaviour. http://dx.doi.org/10.1016/j.paid.2013.07.392
Engagement/disengagement and development P.L. Ackerman Georgia Institute of Technology, USA
adolescent
intellectual
Previous research has examined the relationship between facilitative and impeding trait complexes and intellect and learning/ retention of domain knowledge in young adults and middle-aged adults. In this presentation, the results from a longitudinal study of high-school students (9th–12th grades) are reviewed. Assessments of cognitive abilities were made in the 9th grade; domain knowledge assessments (science, humanities) in the 12th grade. Affective traits, conative traits, and self-concept/self-estimates of ability were assessed each year. General and specific engagement measures indicated relatively high levels of year-to-year stability across the 4 yearly assessments. Ninth-grade measures of facilitative trait complexes were associated with engagement (e.g., TIE, nAch) and impeding trait complexes were associated with disengagement (e.g., Extroversion),
as reflected in academic grades and individual differences in domain knowledge. Trait complex composites provided incremental predictive validity for domain knowledge; beyond the variance accounted for by a composite measure of general intellectual ability. http://dx.doi.org/10.1016/j.paid.2013.07.393
Investment prompts cognitive development but why? A look at possible mechanisms Sophie von Stumm Goldsmiths University of London, UK Recent research has substantiated the importance of personality investment traits for cognitive development, but less is known about the mechanisms through which investment traits contribute to intellectual growth. Investment traits refer to stable individual differences in the tendency to seek out, engage in, enjoy, and continuously pursue opportunities for effortful cognitive activity. As such, investment traits may predict an increased level of engagement in intellectual behaviours and activities, such as reading or visiting museums and theatres, thereby prompting intellectual growth. Alternatively, investment traits may be associated with individual differences in constructing (everyday) experiences, operating at a more basic level of information-engagement and -processing. This talk reviews the empirical evidence for both mechanisms, including cross-sectional and longitudinal studies on adult intelligence and cognitive ageing. http://dx.doi.org/10.1016/j.paid.2013.07.394
Emotional intelligence: Applications in education D.H. Saklofske University of Western Ontario, Canada Following the introduction of emotional intelligence (EI) some 20 years ago, there has been growing interest in its relevance in the education context. This symposium provides support for the breadth of applications that EI has for schools today. The relationship of EI to school achievement in preadolescent students is addressed in papers by Billings et al. and Downey et al. concerns about school violence have focused on bullying behaviour and peer victimisation. The papers presented by Lomas et al. and Parker et al. explore the relationship between EI and both bullies and victims that has implications for both intervention and prevention. A further examination of the key role that personality and temperament play in the development of EI in children and adolescents is presented by Keefer et al. while Saklofske et al. examine how EI training can enhance stress management capacity and well-being in pre-service teachers. http://dx.doi.org/10.1016/j.paid.2013.07.395
Emotional intelligence and academic achievement in preadolescent students from Australian schools C. Billings, J. Lomas, L. Downey, C. Stough Swinburne University of Technology, Australia A newly developed measure of ability EI, the Swinburne University Emotional Intelligence Test—Early Years (SUEIT-EY) has enabled the role of EI in the preadolescent years to be examined. This presentation will outline a study of children from four Australian Primary schools in which the predictive validity of EI was assessed. The study was the first to empirically examine whether scores on an ability EI measure and scholastic achievement were related in preadolescence.