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http://dx.doi.org/10.9722/JGTE.2013.23.4.523

Cognitive Ability and Personality as Predictors of Academic Performance: Science Gifted Students  

Lee, Young Ju (KAIST)
Chae, Yoojung (KAIST)
Publication Information
Journal of Gifted/Talented Education / v.23, no.4, 2013 , pp. 523-535 More about this Journal
Abstract
The purpose of the present study is to investigate the factors which affect academic achievements among gifted students' intellectual and personality characteristics. For this purposes, 125 science gifted students' learning ability test and NEO personality test data were collected and analyzed along with the school achievement scores. According to the results of this study, there are significant relationships between academic achievements and conscientiousness, executive function, and learning motivation. Based on the achievement level, there are positive correlation between academic achievement and conscientiousness in a high academic achievement group. For the middle academic achievement group, there are positive relationship with executive function and learning motivation attention but negative relationship with extraversion. For the low achievement group, concentration was the only factor highly correlated with academic achievement. For the high academic achievement group, conscientiousness is a significant predictors of academic achievement; for middle academic achievement group, executive function and learning motivation were the significant predictors; for low academic achievement group, concentration was the significant predictors of academic achievement. Results were discussed in terms of practical value of enhancing gifted students' academic achievement.
Keywords
Science gifted; Academic achievement; Cognitive ability; NEO personality;
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