Extraversion correlates positively with achievement in language domains but not in STEM, a domain pattern driven by grades¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r? · q4 · i0 negligible
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i0 Extraversion correlations are larger in language (ρ = 0.06) than STEM (ρ = –0.02) domains, though both are very small. → Meyer 2023 q4 i0 The extraversion domain pattern appears for grades (ρ = 0.08 vs. –0.01) but not for test scores (ρ = 0.02 vs. –0.02). → Meyer 2023 (2)

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 · r?

Meta-analysis of 250 extraversion effect sizes from 61 studies (N = 258,461) found "larger correlations in language compared to STEM subject domains"; both printed correlations are below r = .10.

"we found a domain-specific pattern, with larger correlations in language compared to STEM subject domains (ρ = 0.06 vs. –0.02; z = 4.94; p < 0.001)"

Meyer 2023 (2)¶

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 · r?

The domain-specific pattern for extraversion was not consistent across measures: significant for grades only; the overall domain × measure interaction was not significant (t[44] = –1.71; p = 0.095).

"we found larger associations for grades in language compared to STEM subject domains (ρ = 0.08 vs. –0.01; z = 6.33; p < 0.001) but not for test scores (ρ = 0.02 vs. –0.02; z = 1.45; p = 0.149)"

Discussion¶

Learner Variables¶

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

Related Claims¶

• For agreeableness, the language–STEM difference in achievement correlations is significant only for test scores, yielding a significant domain × measure interaction — 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
• Of the Big Five personality traits, only conscientiousness (r = .22) and openness (r = .13) correlate appreciably with mathematics achievement — related