استفاده از شخصیت و توانایی های شناختی برای پیش بینی پیشرفت تحصیلی در یک نمونه جوان

This study examined the relationship between cognitive ability, personality, and academic achievement in post-secondary students, using latent variable models. Testing both simple and complex relationships, we found that cognitive ability and personality predicted reading achievement independently, but that they interact when predicting math achievement – at least in the Conscientiousness and Openness to Experience domains.