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The longitudinal association between personality and achievement in adolescence: Differential effects across all Big Five traits and four achievement indicators
Israel, A., Lüdtke, O., Wagner, J.

The longitudinal association between personality and achievement in adolescence: Differential effects across all Big Five traits and four achievement indicators

Learning and Individual Differences, 72, 80-91.

In this study, we investigated the longitudinal interplay between personality and achievement and the effect of family cohesion on relative change in personality and achievement in adolescence. Using longitudinal data from the National Educational Panel Study (NEPS; N = 4355, AgeT1 = 12.9 years, 49% female adolescents), we estimated latent cross-lagged panel models that included personality traits, different achievement indicators, and family cohesion. There were three main findings. First, we replicated previous cross-sectional personality-achievement associations. Second, after accounting for covariates and stability effects, all personality traits (except agreeableness) were related to change in at least one achievement indicator. Third, student-rated family cohesion was associated with better grades (in German) 2 years later but showed no effects on personality change. The findings demonstrate that, when explored longitudinally, personality shows only small effects on achievement change and vice versa in adolescence. We emphasize the need for further research to disentangle the specific processes behind these associations.