{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/101723"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/101723","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Incremental validity of character measures over the big five inventory in predicting academic achievement","abstract":"Educationally contextualized character skills, such as grit, need for cognition, intellectual self-concept, mastery orientation, school value, and growth mindset, are important predictors of academic achievement. Yet, it remains unclear to what extent these proposed measures provide additional theoretical or empirical utility over established measures of general personality, such as the Big Five. Here, we examine whether character measures display incremental validity over and above the Big Five Inventory and measures of cognitive ability when predicting academic performance. Using a large sample (N = 1,054) of 3rd through 8th grade students, we applied structural equation modeling to partition unique and common predictive power of character measures. The results indicate that multiple character measures demonstrate incremental prediction over and above the Big Five Inventory and cognitive ability. The character measures of need for cognition (ΔR2=7.3% over personality, ΔR2=6.4% over personality and cognitive ability) and school value (ΔR2=8.0%, ΔR2=5.6%) displayed the largest incremental validity. Furthermore, the incremental predictive power of character was shared within the domain of character, except for a unique effect of school value. Multiple psychological dimensions are uniquely associated with academic achievement.","abstract_html":"Educationally contextualized character skills, such as grit, need for cognition, intellectual self-concept, mastery orientation, school value, and growth mindset, are important predictors of academic achievement. Yet, it remains unclear to what extent these proposed measures provide additional theoretical or empirical utility over established measures of general personality, such as the Big Five. Here, we examine whether character measures display incremental validity over and above the Big Five Inventory and measures of cognitive ability when predicting academic performance. Using a large sample (N = 1,054) of 3rd through 8th grade students, we applied structural equation modeling to partition unique and common predictive power of character measures. The results indicate that multiple character measures demonstrate incremental prediction over and above the Big Five Inventory and cognitive ability. The character measures of need for cognition (ΔR2=7.3% over personality, ΔR2=6.4% over personality and cognitive ability) and school value (ΔR2=8.0%, ΔR2=5.6%) displayed the largest incremental validity. Furthermore, the incremental predictive power of character was shared within the domain of character, except for a unique effect of school value. Multiple psychological dimensions are uniquely associated with academic achievement.","abstract_has_math":false,"creators":["Zheng, Anqing"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.S.","degree_level":"Thesis","degree_discipline":"Psychology","degree_department":null,"school":null,"contributors":["Briley, Daniel Andrew","Derringer, Jaime Lane"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-09-27T16:34:22Z","date_published":"2018-09-27T16:34:22Z","updated_at":"2026-07-22T22:24:40Z","subjects":["Character, Big Five, Academic Achievement, Noncognitive Skills, Incremental Validity"],"languages":["en"],"rights":["Copyright 2018 Anqing Zheng"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/101723","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Briley, Daniel Andrew","Derringer, Jaime Lane"]},{"key":"dc:creator","label":"Author","values":["Zheng, Anqing"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-09-27T16:34:22Z","2020-09-28T09:15:08Z","2018-07-19","2018-08"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Character, Big Five, Academic Achievement, Noncognitive Skills, Incremental Validity"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2018 Anqing Zheng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/101723"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Educationally contextualized character skills, such as grit, need for cognition, intellectual self-concept, mastery orientation, school value, and growth mindset, are important predictors of academic achievement. Yet, it remains unclear to what extent these proposed measures provide additional theoretical or empirical utility over established measures of general personality, such as the Big Five. Here, we examine whether character measures display incremental validity over and above the Big Five Inventory and measures of cognitive ability when predicting academic performance. Using a large sample (N = 1,054) of 3rd through 8th grade students, we applied structural equation modeling to partition unique and common predictive power of character measures. The results indicate that multiple character measures demonstrate incremental prediction over and above the Big Five Inventory and cognitive ability. The character measures of need for cognition (ΔR2=7.3% over personality, ΔR2=6.4% over personality and cognitive ability) and school value (ΔR2=8.0%, ΔR2=5.6%) displayed the largest incremental validity. Furthermore, the incremental predictive power of character was shared within the domain of character, except for a unique effect of school value. Multiple psychological dimensions are uniquely associated with academic achievement.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2020-08-01","The student, Anqing Zheng, accepted the attached license on 2018-07-18 at 10:43.","The student, Anqing Zheng, submitted this Thesis for approval on 2018-07-18 at 11:07.","This Thesis was approved for publication on 2018-07-19 at 16:17.","DSpace SAF Submission Ingestion Package generated from Vireo submission #12916 on 2018-09-27 at 11:19:24","Made available in DSpace on 2018-09-27T16:34:22Z (GMT). No. of bitstreams: 2 ZHENG-THESIS-2018.pdf: 670022 bytes, checksum: 66af343adcfa46740b2187c53e7e9346 (MD5) LICENSE.txt: 4209 bytes, checksum: 29810065e5f3c0ae1f37369c288fb8e6 (MD5) Previous issue date: 2018-07-19","Embargo set by: Seth Robbins for item 107823 Lift date: 2020-09-27T16:34:29Z Reason: Author requested U of Illinois access only (OA after 2yrs) in Vireo ETD system","U of I Only Restriction Lifted for Item 107823 on 2020-09-28T09:15:08Z."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Incremental validity of character measures over the big five inventory in predicting academic achievement"]}]}],"canonical_facts":{"dc:contributor":["Briley, Daniel Andrew","Derringer, Jaime Lane"],"dc:creator":["Zheng, Anqing"],"dc:date":["2018-09-27T16:34:22Z","2020-09-28T09:15:08Z","2018-07-19","2018-08"],"dc:description":["Educationally contextualized character skills, such as grit, need for cognition, intellectual self-concept, mastery orientation, school value, and growth mindset, are important predictors of academic achievement. Yet, it remains unclear to what extent these proposed measures provide additional theoretical or empirical utility over established measures of general personality, such as the Big Five. Here, we examine whether character measures display incremental validity over and above the Big Five Inventory and measures of cognitive ability when predicting academic performance. Using a large sample (N = 1,054) of 3rd through 8th grade students, we applied structural equation modeling to partition unique and common predictive power of character measures. The results indicate that multiple character measures demonstrate incremental prediction over and above the Big Five Inventory and cognitive ability. The character measures of need for cognition (ΔR2=7.3% over personality, ΔR2=6.4% over personality and cognitive ability) and school value (ΔR2=8.0%, ΔR2=5.6%) displayed the largest incremental validity. Furthermore, the incremental predictive power of character was shared within the domain of character, except for a unique effect of school value. Multiple psychological dimensions are uniquely associated with academic achievement.","Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2020-08-01","The student, Anqing Zheng, accepted the attached license on 2018-07-18 at 10:43.","The student, Anqing Zheng, submitted this Thesis for approval on 2018-07-18 at 11:07.","This Thesis was approved for publication on 2018-07-19 at 16:17.","DSpace SAF Submission Ingestion Package generated from Vireo submission #12916 on 2018-09-27 at 11:19:24","Made available in DSpace on 2018-09-27T16:34:22Z (GMT). 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