Different forces, same consequence: conscientiousness and competence beliefs are independent predictors of academic effort and achievement.
Conscientiousness and domain-specific competence beliefs are known to be highly important predictors of academic effort and achievement. Given their basis in distinct research traditions, however, these constructs have rarely been examined simultaneously. Three studies with 571, 415, and 1,535 students, respectively, found a moderate association between conscientiousness and competence beliefs. Both conscientiousness and competence beliefs meaningfully predicted academic effort, irrespective of how academic effort was measured (single-measurement questionnaire or diary data). The associations of competence beliefs with academic effort were highly domain specific, whereas conscientiousness was predictive of academic effort across a wide range of academic subjects. Conscientiousness and competence beliefs were also associated with academic achievement. Figural and verbal reasoning ability, although associated with academic achievement, only loosely predicted academic effort.
Trautwein
Ulrich
U
Center for Educational Science, University of Tuebingen, Tuebingen, Germany. ulrich.trautwein@uni-tuebingen.de
Lüdtke
Oliver
O
Roberts
Brent W
BW
Schnyder
Inge
I
Niggli
Alois
A
D000293:Adolescent; D003242:Conscience; D004521:Educational Measurement / Q000379:methods* / Q000706:statistics & numerical data*; D004522:Educational Status; D005260:Female; D005858:Germany; D006040:Goals; D006801:Humans; D007360:Intelligence / Q000502:physiology*; D008137:Longitudinal Studies; D008297:Male; D009042:Motivation / Q000502:physiology*; D011795:Surveys and Questionnaires; D013557:Switzerland