Predicting STEM performance in a Hispanic serving institution. (15th April 2019)

• Record Type: Journal Article
• Authors: Fagan, Marcus A.; Hull, Darrell M.; Gray, Reginald; Bolen, Judy A.
• Is Part Of: Personality and individual differences. Volume 141(2019)
• Page Start: 18
• Page End: 24
• Publication Date: 2019-04-15
• Subjects: Cognitive ability -- Personality -- Hispanic -- STEM -- School achievement; Personality -- Periodicals; Individuality -- Periodicals; Individuality -- Periodicals; Personality Development -- Periodicals; Personnalité -- Périodiques; Individualité -- Périodiques; 155.205
• DOI: 10.1016/j.paid.2018.12.017
• Languages: English
• ISSNs: 0191-8869

Abstract

Abstract: The present study examined the Big Five factor model of personality and cognitive ability as predictors of academic performance in a sample of non-traditional student STEM majors (n = 342) at a Hispanic-serving two-year college in the United States. Cognitive ability, Agreeableness, and Conscientiousness significantly predicted academic performance; however, main effects of Conscientiousness and Agreeableness were no longer significant after accounting for the interaction of Agreeableness with cognitive ability. Specifically, a significant interaction was observed on Agreeableness for individuals with higher cognitive ability (+1 SD ). Findings indicate non-traditional STEM students high in cognitive ability may be influenced negatively in academic performance if they possess the trait of Agreeableness. This finding has implications for how personality moderates student academic performance within a non-traditional population quite differently from findings in other studies that have examined more traditional college-going students. Consequently, the present study suggests the interrelationship between Agreeableness and cognitive ability may be an important feature to consider in future work for two-year colleges attempting to retain and support non-traditional students in pursuit of STEM careers, which is particularly notable given the findings center around those with higher ability. Highlights: Personality and cognitive ability explain 5.2% variance in STEM performance. Cognitive ability × Agreeableness interaction on student performance replicated. Observed STEM performance with Low Agreeableness and high cognitive ability Agreeableness is socially fundamental to academic achievement. Performance vs. mastery approach goals may explain the interaction.