TRAIT EMOTIONAL INTELLIGENCE, the BIG FIVE PERSONALITY DIMENSIONS and ACADEMIC SUCCESS IN PHYSICAL EDUCATION TEACHER CANDIDATES

TRAIT EMOTIONAL INTELLIGENCE, ThE BIG FIVE PERSONALITY DIMENSIONS AND ACADEMIC SUCCESS

IN PhYSICAL EDUCATION TEAChER CANDIDATES

Serdar Tok and Suleyman l. morali

Ege University, Bornova, Izmir, Turkey

The predictive ability of the Big Five personality traits and trait emotional intelligence (EI) of physical education (PE) teacher candidates’ academic success was examined. A total of 295 PE teacher candidates aged 23 to 32 completed the Short Form Five Factor Personality Inventory (Tatar, 2005) and the revised and adapted Schutte Emotional Intelligence Scale (Schutte et al., 1998) at the beginning of the 2007-2008 academic year. At the year’s end, participants’ grade point averages (GPAs) were matched to their trait EI and personality scores. Pearson product-moment correlations and hierarchical regression were used to analyze data. Academic success as GPA was found to be positively related with Openness to Experience and Conscientiousness and negatively related with Neuroticism. Additionally, a regression model consisting of the Big Five personality traits could predict a significant amount of variance in GPA. However, no association was identified between trait EI as measured by the Schutte Emotional Intelligence Scale and GPA. Trait EI also did not make any significant contribution to the predictive ability of the Big Five personality traits.

Keywords: academic success, personality, conscientiousness, trait emotional intelligence, Big Five.

Today it is more crucial than ever to determine the psychological predictors of academic success for college students because of their increasing level of early withdrawal from college and decreasing level of academic achievement.

SOCIAL BEHAVIOR AND PERSONALITY, 2009, 37(7), 921-932© Society for Personality Research (Inc.)DOI 10.2224/sbp.2009.37.7.921

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Serdar Tok and Suleyman L. Moralı, PhD, School of Physical Education and Sports, Ege University, Bornova, Izmir, Turkey.The authors wish to thank Professor Oguz Karamizrak for commenting on an earlier version of this paper.Appreciation is due to anonymous reviewers.Please address correspondence and reprint requests to: Serdar Tok, Ege University, School of Physical Education and Sports, 35100, Bornova, Izmir Turkey. Phone: +90 232-342-571415; Fax: +90 232-3399000; GSM: +90-533-650974; Email: [email protected]

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Previous studies examining psychological predictors of academic success were focused largely on cognitive factors such as IQ (or general intelligence). These studies indicated a low to moderate relationship between IQ and academic success. For example, Chamorro-Premuzic and Furnham (2008) found that both IQ measured by The Wonderlic Personnel Test (Wonderlic, 1992) and the general factor (gf) measured by The Baddeley Reasoning Test (Baddeley, 1968) are positively and significantly related to academic success operationalized by grade point average (GPA). However, only gf could significantly predict GPA in their regression model. Similar results were obtained by Duckworth and Seligman (2005) in a study examining the interrelationship among IQ, self-discipline and academic performance. Duckworth and Seligman found that IQ was positively and moderately related to end-of-year GPA (r = .32) in eighth-grade students, although self-discipline was more strongly related (r = .67) to end-of-year GPA and predicted variance in academic performance end-of-year GPA more robustly than did IQ. Although academic success has been the criterion for validating IQ tests for over a century, as stated by Chamorro-Premuzic and Furnham (2008), it seems that IQ has limited ability to account for variance in academic success. This lack of ability to explain academic success indicates that factors other than cognitive ability may contribute to the understanding of academic success.

In this regard, the Big Five personality dimensions have attracted a considerable amount of attention as possible predictors of academic success. Despite the negative association between IQ and Conscientiousness (Chamorro-Premuzic & Furnham, 2004; Moutafi, Furnham, & Crump, 2003), it seems that academic success most strongly relates to Conscientiousness. In nearly every study examining the relationship between the Big Five personality traits and academic achievement a positive and significant association was consistently found between academic achievement and Conscientiousness (Chamorro-Premuzic & Furnham, 2004; Chamorro-Premuzic & Furnham 2008; Dollinger, Matyja, & Huber, 2008; Wagerman & Funder, 2007). Conscientious students are likely to work hard, complete tasks, strive to achieve and have an excellent record for attendance, which we would expect to help those students achieve higher academic grades (Furnham & Monsen, 2009).

Another Big Five dimension thought to be related to academic performance is Openness to Experience. Farsides and Woodfield (2003) found a positive relationship between Openness to Experience and academic success (GPA). Chamorro-Premuzic and Furnham’s (2008) findings also confirm a positive relationship between Openness to Experience and academic success. Chamorro-Premuzic and Furnham’s (2004) argument suggesting that open individuals are more prone to engage in activities that stimulate the acquisition of knowledge makes their findings reasonable. However, O’Connor and Paunonen (2007) reported in a review that the correlation between Openness to Experience and

DETERMINATION OF ACADEMIC SUCCESS 923

achievement was very low (r = .06) and rejected the notion that there is an overall interaction between Openness to Experience and academic performance.

Another academic achievement-related Big Five personality dimension is Extroversion. Although a positive association exists between IQ and Extroversion, Extroversion has been found in several studies (Busato, Prins, Elshout, & Hamaker, 2000; Furnham & Chamorro-Premuzic, 2004; Furnham, Chamorro-Premuzic, & McDougall, 2002) to be negatively related to academic achievement. However, it must be noted that several variables such as age, educational level, gender and assessment method may have a moderating effect on the relationship between Extroversion and academic achievement. Because Neuroticism is characterized by low confidence, a higher level of arousal, and predisposition to anxiety and stress (Somer, Korkmaz, & Tatar, 2004) it can be postulated that emotionally unstable individuals may experience anxiety and stress which impair their performance under academic evaluation conditions. Thus, emotional stability should be negatively related to academic achievement-related parameters such as GPA. Despite studies suggesting a negative relationship between Neuroticism and academic performance (Chamorro-Premuzic & Furnham, 2003a; Chamorro-Premuzic & Furnham, 2003b), O’Connor and Paunonen (2007) reported in their meta-analyses a very low correlation coefficient between Neuroticism and academic performance (r = -3) and suggested that Neuroticism may not be a strong determinant of individual differences in scholastic achievement in general.

The last Big Five factor thought to be related to academic achievement is Agreeableness. Studies on the relationship between Agreeableness and academic achievement have produced divergent results. For example, Gray and Watson (2002) and Farsides and Woodfield (2003) found Agreeableness to be positively related to GPA (r = .15 and r = .14 respectively). However, in other studies (Conard, 2006; Duff, Boyle, Dunleavy, & Ferguson 2004) researchers failed to find such a significant correlation between Agreeableness and academic achievement. Thus it can be concluded that Agreeableness may not be an important determinant of academic performance.

A more recent and popular psychological construct considered as a possible predictor of academic achievement is Emotional Intelligence (EI). Because there are many conflicting EI models, it is not an easy task to describe EI, the proximal roots of which lie in the work of Gardner (1983), and more specifically in his concept of intrapersonal and interpersonal intelligence (Mayer, Salovey, & Caruso, 2004; Petrides, Frederickson, & Furnham, 2004). However, Cherniss, Extein, Goleman, and Weissberg (2006) claimed that there is considerable overlap among EI models and in all of the models it is recognized that EI involves two broad components: awareness and management of one’s own emotions and awareness and management of others’ emotions. The conceptual distinction


between trait EI and ability EI proposed by Petrides and Furnham (2000a, 2000b) may be useful to present a clearer and more accurate definition of EI. Thus, Trait EI (or emotional self-efficacy) refers to a constellation of behavioral dispositions and self-perceptions concerning one’s ability to recognize, process, and utilize emotion-laden information, and Ability EI (or cognitive-emotional ability) refers to one’s actual ability to recognize, process, and utilize emotion-laden information” (Petrides, Frederickson, & Furnham, 2004, p. 278). Petrides and Furnham (2003) further stated that ability and trait EI are different constructs, but that their theoretical domains may overlap.

Recent debates on EI have focused largely on whether trait EI measured by self-report tests has predictive power over and above traditional personality traits. The results of several studies have indicated that trait EI might be a valid construct in the prediction of life satisfaction, somatic complaints, rumination and coping styles (Freudenthaler, Neubauer, Gabler, Scherl, & Rindermann, 2008; Kluemper, 2008; Petrides, Pita, & Kokkinaki, 2007). However, the predictive ability of trait EI in an academic setting is still unclear. While some studies (Barchard, 2003; Parker, Summerfeldt, Hogan, & Majeski, 2004; Petrides et al., 2004) examining the effect of trait EI on academic success found no – or a low – relationship between these two variables, others (Barchard, 2003; Downey, Mountstephen, Lloyd, Hansen, & Stough, 2008; Schutte et al., 1998) found trait EI to be related to academic success. In fact, based on the association between academic success and alexithymia which is characterized by low ability to cope with stress (Parker, Taylor, & Bagby, 1998), and to identify and understand emotions (Parker, Austin, Hogan, Wood, & Bond, 2005) there may be theoretical reasons to expect any of the EI facets to be associated with academic success. Indeed, Schutte et al. (1988) found that EI related with less alexithymia and EI significantly predicted academic success in first-year college students.

In the present study we aimed to study trait EI, personality and academic success associations and to determine the predictive power of EI and Big Five personality dimensions for academic success in Turkish physical education teacher candidates. Based on findings of the previous research we have mentioned, we postulated that academic success should be related more to personality traits, especially to Conscientiousness, and that personality can predict academic success more accurately than can trait EI.

METhOD

ParticiPants

The participants were 295 fourth grade physical education teacher candidates (184 males, 111 females). Rhythmic gymnastics and writing and reading in English courses were not taken into account in calculating GPA because they are


not common to all fourth graders. The mean age was 23.2 years and the standard deviation was 2.41 years.

Materials

Schutte Emotional Intelligence Scale The Emotional Intelligence Scale developed by Schutte et al. (1998), revised by Austin, Saklofske, Huang, and McKenney (2004) and adapted for Turkish populations by Tok, Moralı, and Tatar (2005) was used in order to measure emotional intelligence. The scale contains 41 items and gives an overall EI score as well as three subscale scores, namely, Optimism/Mood Regulation, Appraisal of Emotion and Utilization of Emotion. Optimism/Mood Regulation measures the extent to which people report being able to regulate their own and others’ emotions; Utilization of Emotions measures the extent to which people report being able to utilize emotions in solving problems; and Appraisal of Emotions measures the extent to which people report being able to identify their own and others’ emotions. Austin et al. (2004) provided evidence for the first two factors and the full scale’s internal reliability. The scale’s internal consistency coefficient for our sample was .87. Short Form Five Factor Personality Inventory The Short Form Five Factor Personality Inventory developed by Tatar (2005) is an 85-item personality inventory designed to assess the five main personality traits, namely, Neuroticism, Extroversion, Openness to Experience, Agreeableness, and Conscientiousness Item responses are made using a 5-point format. Internal consistency coefficients for personality factors were .85, .79, .70, .78, and .72 respectively.

Procedure

Participants completed the Short Form Five Factor Personality Inventory and Schutte Emotional Intelligence Scale at the beginning of the 2007-2008 academic year. At the end of the year their grade point averages were obtained and were matched to their trait EI and personality scores.

statistical analyses

In order to analyze obtained data set descriptive statistics, Pearson correlation coefficient and hierarchical regression analyses were used. SPSS 11.0 was used in statistical analyses.

RESULTS

Pearson product-moment correlations were calculated among Schutte Emotional Intelligence Scale dimensions, Big Five personality traits and GPA. Results revealed that none of the trait EI dimensions were related to end-of-year academic GPA. However, as can be seen in Table 1, Conscientiousness,


Emotional Stability and Openness to Experience were significantly related to end of year GPA.

Table 1correlation aMong the schutte eMotional intelligence scale diMensions,

Big Five Personality traits and gPa

1 2 3 4 5 6 7 8

1 GPA 2 Extroversion .057 3 Agreeableness -.007 .035 4 Conscientiousness .34** .20** .181* 5 Emotional Stab. -.21** -.34** -.23** -.47** 6 Openness .21** .31** .33** .45** .28** 7 EI F. I .014 .16** .27** .27** -.18** .34** 8 EI F. II .077 .033 .12* .038 .13* .20** .30** 9 EI F. III .065 .21* .081 .29** -.30** .31** .69** .21**

* p < .05; ** p < .01

Table 2Predictive aBilities oF Big Five Personality diMensions and trait ei

Groups Independent Variables B b T R R2

Model 1 Social Desirability -.116 -.006 -.092 .36 .14 Extroversion -1.36 -0.61 -.996 Agreeableness -2.56 -.111 -1.85 Conscientiousness 6.47 .281 4.16* Openness to Experience 3.00 .111 1.66 Neuroticism -156 -.093 -1.40 (Constant) 51.16 4.69

Model 2 Social Desirability -.156 -.008 -.125 .40 .16 Extroversion -1.33 -.059 -.984 Agreeableness -3.00 -.130 -2.16 Conscientiousness 6.87 .299 4.41* Openness to Experience 3.41 .126 1.83 Neuroticism -2.13 -.127 -1.83 Optimism/Mood Regulation -.32 -.154 -1.97 Utilization of Emotions .48 .120 2.02 Appraisal of Emotions 1.48 .007 .090 (Constant) 55.93 4.87

* p < 0.001

In order to test whether or not the model consisting of Big Five personality dimensions has predictive power for academic success operationalized by GPA, and whether or not trait EI can increase the predictive ability of this model, hierarchical regression was conducted. At the first step Big Five personality


dimensions and social desirability were entered into the model. Table 2 shows that 14 % of academic success variance is explained by the model and most of the variance is explained by Conscientiousness. At the second step the three additional trait EI variables measured by the Schutte Emotional Intelligence Scale did not make a significant contribution over step 1.

DISCUSSION

Results showed that academic success was most related to Conscientiousness, and Conscientiousness could predict a significant amount of variance in teacher candidates’ academic performance. The results are consistent with those from previous studies (Barchard, 2003; Chamorro-Premuzic & Furnham, 2008; Chowdhury & Amin, 2006; Conard, 2006) examining personality-academic success association, and also confirm the argument of Furnham, Chamorro-Premuzic, and McDougall (2002) that students who are organized, attentive, persistent and focused on obtaining good results can achieve better performance in school. Chamorro-Premuzic and Furnham (2004) also argued that the persistent, self-disciplined, and achievement-oriented nature of conscientious students may be another explanation for a positive Conscientiousness-academic success relationship. Results of the present study, along with those of previous studies, clearly indicate that Conscientiousness is an important determinant of academic achievement. However, taking into account the results of the study by Cucina and Vasilopoulos (2005), which indicate an inverted U-shaped relationship between Conscientiousness and academic success, this may provide a useful insight for a deeper understanding of the role of Conscientiousness in academic performance.

Contrary to some previous studies (Basuto et al., 2000; Chamorro-Premuzic & Furnham, 2003a; Chamorro-Premuzic & Furnham, 2003b; Conard, 2006; Duff et al., 2004) in which a nonsignificant weak association between Openness to Experience and academic performance was found, in our study we found that these two variables were slightly related to each other (r = .21, p < .01). When considering research findings (Ackerman & Heggestad, 1997; Holland, Dollinger, Holland, & MacDonald, 1995; McCrae, 1993) revealing a positive relationship between cognitive ability and Openness to Experience our result seems logical.

Consistent with previous studies, in our study Neuroticism was found to be negatively related with GPA. This result is in line with those of Chamorro-Premuzic and Furnham (2003a), Chamorro-Premuzic and Furnham (2003b), De Fruyt and Mervielde (1996) suggesting a negative relationship between Neuroticism and GPA or other academic performance-related parameters. However, in their meta-analyses, O’Connor and Paunonen (2007) found correlation coefficients ranging


from r = .04 to r = .10, and concluded that Neuroticism may not be a strong determinant of individual differences in scholastic achievement in general.

The second psychological construct considered as a possible predictor of academic success in this study was trait emotional intelligence. As can be seen in the correlation matrix, trait EI (as assessed using the Schutte Emotional Intelligence Scale) was not related to academic success, providing no support for claims that trait EI ability would predict academic success. This result is in line with those of several previous studies. For example, Petrides et al. (2004) found that trait EI effects have no significant effect on academic success (mathematics and science). Similarly, Newsome, Day, and Catano (2000) found no association between trait EI and academic success. Results of other studies, however, (Downey et al., 2008; Schutte et al., 1998; Van Der Zee, Thijs, & Schakel, 2002) showed trait EI to be significantly related to success in school. Considering the statement by Petrides et al. (2004) emphasizing the “psychologically stabilizing” influence of high trait EI, it is logical to surmise that trait EI may lead indirectly to better academic performance under academic evaluation conditions which include a considerable amount of anxiety and stress. Another study we want to cite here was by Erdogdu and Kenarlı (2008). They found that EI is strongly related (r = .58) to GPA and their regression model consisting simply of EI (controlling without personality) predicted 20% of the variance in GPA in a very similar sample (Turkish-speaking teacher candidates). However, Erdogdu and Kenarlı (2008) did not specify how they conceptualized and measured EI, and, in addition, a very small subject-to-variable ratio may explain their relatively large R2 value.

The results of our study, along with those of previous studies, clearly indicate the useful nature of the Big Five personality traits, especially Conscientiousness, in predicting the academic success of college students. This information may be beneficial for college managers aiming to reduce the increasing level of early withdrawal from college, and academic failure. However, the pattern of these results does not provide any supporting evidence for the predictive ability of trait EI measured by the Schutte Emotional Intelligence Scale. Our results should be interpreted with caution because of its limitations. First, by taking into account the fact that using a selection of fewer personality traits can increase the predictive ability of the Big Five dimensions, and second, that alternative trait EI measures might be used in order to understand the effect of trait EI.

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TRAIT EMOTIONAL INTELLIGENCE, the BIG FIVE PERSONALITY DIMENSIONS and ACADEMIC SUCCESS IN PHYSICAL EDUCATION TEACHER CANDIDATES

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