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      Paradoxical Personality and Academic Achievement in College Students From Buenos Aires

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          Abstract

          This paper presents a study on paradoxical personality, defined as a distinctive feature in creative persons, developed with 350 college students from Buenos Aires. Goals aimed at describing and analysing possible significant differences of paradoxical traits in students from diverse majors representing seven different fields of study, and examining the relationship between each bipolar trait and academic achievement. The sample was composed of 7 groups (n = 50 by group) representing fields of study typically offered in public universities, Biology, Computer Science, Engineering, Law, Nutrition, Psychology, and History of Art. Analyses by career provided descriptive information about students of these majors, concerning their paradoxical personality profiles. Correlational studies verified significant associations between academic achievement and most paradoxical traits in majors such as Computer Science, Nutrition and Psychology. Results are discussed regarding practical outcomes and teaching programs.

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          Most cited references69

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          The social psychology of creativity: A componential conceptualization.

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            Beyond big and little: The four c model of creativity.

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              A meta-analysis of the five-factor model of personality and academic performance.

              This article reports a meta-analysis of personality-academic performance relationships, based on the 5-factor model, in which cumulative sample sizes ranged to over 70,000. Most analyzed studies came from the tertiary level of education, but there were similar aggregate samples from secondary and tertiary education. There was a comparatively smaller sample derived from studies at the primary level. Academic performance was found to correlate significantly with Agreeableness, Conscientiousness, and Openness. Where tested, correlations between Conscientiousness and academic performance were largely independent of intelligence. When secondary academic performance was controlled for, Conscientiousness added as much to the prediction of tertiary academic performance as did intelligence. Strong evidence was found for moderators of correlations. Academic level (primary, secondary, or tertiary), average age of participant, and the interaction between academic level and age significantly moderated correlations with academic performance. Possible explanations for these moderator effects are discussed, and recommendations for future research are provided. (c) 2009 APA, all rights reserved.
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                Author and article information

                Journal
                EJOP
                Eur J Psychol
                Europe's Journal of Psychology
                Eur. J. Psychol.
                PsychOpen
                1841-0413
                27 November 2015
                : 11
                : 4
                : 597-618
                Affiliations
                [a ]National Council of Scientific and Technical Research, University of Buenos Aires, Buenos Aires, Argentina
                [2]University College Cork, Cork, Ireland
                Author notes
                [* ]Gral. Juan Lavalle 2353, C1052AAA, Buenos Aires (Argentina). afreiberg@ 123456psi.uba.ar
                Article
                ejop.v11i4.898
                10.5964/ejop.v11i4.898
                4873078
                27247680
                de358e5e-17de-4f9c-b92c-f73f287f915b
                Copyright @ 2015

                This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                : 13 December 2014
                : 13 September 2015
                Categories
                Research Reports

                Psychology
                creativity,paradoxical personality,academic achievement,college students
                Psychology
                creativity, paradoxical personality, academic achievement, college students

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