Openness shows larger correlations with achievement in language than in STEM subject domains, a pattern that holds for both grades and test scores¶

Claim · All claims
Evidence · 1 study (2 entries) · quant-synthesis r? · q4 · i2 medium
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q4 i2 The correlation between openness and achievement is larger in language (ρ = 0.25) than in STEM (ρ = 0.13) subject domains. → Meyer 2023 q4 i2 The language-over-STEM pattern for openness holds for grades (ρ = 0.25 vs. 0.12) and for test scores (ρ = 0.27 vs. 0.16), with no significant domain × measure interaction. → 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 · i2 · quant-synthesis · r?

Random-effects meta-analysis with robust variance estimation of 247 openness effect sizes from 60 studies (N = 229,504), corrected for measurement error, found "larger correlations in language compared to STEM subject domains" (ρ = 0.25 vs. 0.13).

"for openness, we found a domain-specific effect, with larger correlations in language compared to STEM subject domains (ρ = 0.25 vs. 0.13; z = –7.80; 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 · i2 · quant-synthesis · r?

Within the domain × measure subgroup analyses, openness correlations with language test scores (ρ = 0.27) exceeded those with STEM test scores (ρ = 0.16); the overall interaction was not significant (t[43] = –0.84; p = 0.405).

"we found a significant difference between test scores in language and STEM subject domains (ρ = 0.27 vs. 0.16; z = –5.25; p < 0.001), with larger correlations found for languages compared to STEM 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
• Conscientiousness correlates more strongly with grades than with standardized test scores, across both language and STEM domains — related
• Neuroticism correlates negatively with achievement overall, most strongly with STEM test scores — related
• For agreeableness, the language–STEM difference in achievement correlations is significant only for test scores, yielding a significant domain × measure interaction — related