For agreeableness, the language–STEM difference in achievement correlations is significant only for test scores, yielding a significant domain × measure interaction¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q4 · i0 negligible
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i0 The domain × measure interaction is significant: language and STEM differ more for test scores (ρ = 0.06 vs. –0.05) than for grades (ρ = 0.06 vs. 0.04). → Meyer 2023

Evidence¶

Meyer 2023¶

Meyer, J., Jansen, T., Hübner, N., & Lüdtke, O. (2023). Disentangling the Association Between the Big Five Personality Traits and Student Achievement: Meta-Analytic Evidence on the Role of Domain Specificity and Achievement Measures. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09736-2

q4 · i0 · quant-synthesis · r2

This was the only trait with a significant overall domain × measure interaction (t[48] = 3.04; p = 0.004); for grades the domain moderation was nonsignificant (z = 0.90; p = 0.369), for test scores language exceeded STEM (z = 5.47; p < 0.001).

"We also found a significant interaction (t[48] = 3.04; p = 0.004) between domain and measure (see Fig. 3). The interaction effect indicates that the role of the domain differed between grades and test scores"

Discussion¶

Learner Variables¶

• Personality Traits — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Extraversion correlates positively with achievement in language domains but not in STEM, a domain pattern driven by grades — related
• Neuroticism correlates negatively with achievement overall, most strongly with STEM test scores — related
• Openness shows larger correlations with achievement in language than in STEM subject domains, a pattern that holds for both grades and test scores — related