Unraveling the Relationship Between Teacher-Assigned Grades, Student Personality, and Standardized Test Scores.

ABSTRACT: The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that conscientiousness explains to some extent why certain students receive better grades despite similar academic accomplishments (i.e., achieving similar scores in domain-specific standardized achievement tests). Therefore, the present study examines to what extent the relationship between student personality and teacher-assigned grades consists of direct as

SUBMITTER: Westphal A 

PROVIDER: S-EPMC8017135 | biostudies-literature | 2021

REPOSITORIES: biostudies-literature