BACKGROUND: Very few studies have examined whether the degree of adolescents' maturity has any effect on their academic performance. Moreover, there are no studies that show whether maturity explains variance additional to that explained by intelligence and personality. For this reason, the main aim of the current study was to determine how psychological maturity, the Big Five personality traits and mental aptitudes contribute to the prediction of adolescent academic performance. METHOD: 305 adolescents took part in the study. We performed correlations, multiple regression analysis and structural equation analysis. RESULTS: As expected, results show that the main predictor is intelligence. The results also show that there is a relationship between psychological maturity and academic performance, although this is due only to the work orientation subscale. Moreover, conscientiousness influences academic performance because of its relation to the maturity factor work orientation. Likewise, openness to experience is also indirectly related to academic performance, due to its relationship with intelligence. CONCLUSIONS: The results of the current study suggest that psychological maturity is related to academic performance. Only two personality traits are correlated to academic performance, conscientiousness and openness to experience, although these traits do not have direct relationships with academic performance.
BACKGROUND: Very few studies have examined whether the degree of adolescents' maturity has any effect on their academic performance. Moreover, there are no studies that show whether maturity explains variance additional to that explained by intelligence and personality. For this reason, the main aim of the current study was to determine how psychological maturity, the Big Five personality traits and mental aptitudes contribute to the prediction of adolescent academic performance. METHOD: 305 adolescents took part in the study. We performed correlations, multiple regression analysis and structural equation analysis. RESULTS: As expected, results show that the main predictor is intelligence. The results also show that there is a relationship between psychological maturity and academic performance, although this is due only to the work orientation subscale. Moreover, conscientiousness influences academic performance because of its relation to the maturity factor work orientation. Likewise, openness to experience is also indirectly related to academic performance, due to its relationship with intelligence. CONCLUSIONS: The results of the current study suggest that psychological maturity is related to academic performance. Only two personality traits are correlated to academic performance, conscientiousness and openness to experience, although these traits do not have direct relationships with academic performance.
Authors: Inmaculada García-Martínez; José María Augusto Landa; Samuel P León Journal: Int J Environ Res Public Health Date: 2021-06-18 Impact factor: 3.390
Authors: Joyce Hayek; Hein de Vries; Maya Tueni; Nathalie Lahoud; Bjorn Winkens; Francine Schneider Journal: Int J Environ Res Public Health Date: 2021-06-28 Impact factor: 3.390
Authors: Álvaro Postigo; Rubén Fernández-Alonso; Eduardo Fonseca-Pedrero; Covadonga González-Nuevo; José Muñiz Journal: Int J Environ Res Public Health Date: 2022-03-04 Impact factor: 3.390