Trait self-control correlates with grades but not with standardized test scores at the bivariate level¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Trait self-control showed significant positive correlations with mGPA (r = 0.16) but non-significant correlations with mathematics (r = 0.03) and physics (r = 0.01) scores. → Schmidt FTC 2020

Evidence¶

Schmidt FTC 2020¶

Schmidt FTC, Lindner C, Etzel JM and Retelsdorf J (2020) Self-Control Outdoes Fluid Reasoning in Explaining Vocational and Academic Performance—But Does It? Front. Psychol. 11:757. https://doi.org/10.3389/fpsyg.2020.00757

q3 · i? · associational · r3

Observed correlations in Table 1 for N = 3,146 trainees; TSC correlated 0.16 with mGPA (p < 0.05) and 0.03/0.01 with the test scores, showing "no statistically significant relationships with either standardized achievement test".

"Trait self-control, on the other hand, showed the expected strong relationships with mGPA but no statistically significant relationships with either standardized achievement test."

Discussion¶

Related Claims¶

• Fluid reasoning, not trait self-control, predicts low-stakes standardized mathematics and physics test scores — related
• Post hoc analysis: trait self-control relates to grades positively only for trainees above very low fluid reasoning levels — related
• Trait self-control is significantly associated with major GPA beyond fluid reasoning and conscientiousness in vocational trainees — related
• Trait self-control and conscientiousness overlap substantially, and conscientiousness slightly outperforms self-control for grades — related
• No significant trait self-control × fluid reasoning interaction effects on grades or standardized test scores — related
• Fluid reasoning and self-control jointly explain far more variance in standardized test scores than in grades — related
• Mathematics achievement correlates more strongly with learners' knowledge, skills and cognitive abilities than with their personality traits, goals or emotions — a broader claim this one bears on
• Post hoc findings question whether all students benefit equally from efforts to foster trait self-control — related
• Conscientiousness correlates more strongly with grades than with standardized test scores, across both language and STEM domains — related