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• W4200577427 abstract "In predicting academic success and adopting a broader view of the factors involved, personality and, recently, academic engagement have emerged as relevant constructs. This study examined the predictive ability of the Five-Factor Model (domains and facets; Big Five Questionnaire) for academic achievement and engagement (Spanish Version Student Utrecht Work Engagement Scale) and the mediating role of engagement in the relationship between personality and achievement . Results obtained in a sample of 611 Spanish adolescents show that (1) Conscientiousness (domains and facets) have positive direct and indirect effects on academic achievement through engagement and (2) Openness shows only indirect effects; its facets display a pattern of opposing, unequal effects. These results do not vary by sex and underline the importance of examining more specific personality traits than those defined by the basic dimensions to increase the understanding of the relationships between personality and academic achievement and, with it, the ability to design strategies to improve it. A la hora de predecir el éxito académico y adoptar una visión más amplia de los factores implicados, la personalidad y, recientemente, el compromiso académico han emergido como constructos relevantes. Este estudio examina la capacidad predictiva del Modelo de los Cinco Grandes (dominios y facetas, BFQ) respecto al rendimiento y compromiso académico , así como el papel mediador del compromiso en la relación entre personalidad y rendimiento . Los resultados obtenidos en una muestra de 611 adolescentes españoles muestran que (1) Responsabilidad (dominios y facetas) tiene efectos positivos directos e indirectos en el rendimiento académico a través del compromiso mientras (2) Apertura sólo muestra efectos indirectos y sus facetas presentan un patrón de efectos opuestos y desiguales. Estos resultados no varían por sexo y subrayan la importancia de examinar rasgos de personalidad más específicos que los definidos por las dimensiones básicas para aumentar la comprensión de las relaciones entre personalidad y rendimiento académico y, con ello, la capacidad de diseñar estrategias que incrementen." @default.
• W4200577427 created "2021-12-31" @default.
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• W4200577427 date "2022-01-01" @default.
• W4200577427 modified "2023-10-14" @default.
• W4200577427 title "Improving the prediction and understanding of academic success: The role of personality facets and academic engagement" @default.
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• W4200577427 doi "https://doi.org/10.1016/j.psicoe.2021.11.002" @default.
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