Abstract：
OBJECTIVE: This study aims to explore the reciprocal associations between personality traits (conscientiousness and openness to experience) and academic achievement in adolescents, using the Personality Achievement Saturation Hypothesis (PASH).
BACKGROUND: Personality traits, especially conscientiousness, and openness, have been identified as strong predictors of academic achievement. The PASH provides a framework for understanding these relationships but has mainly been studied from a unidirectional perspective. This study extends the PASH to examine reciprocal associations and how they vary with different achievement indicators.
METHODS: Using large-scale panel data (N = 6482) of secondary school students in Germany, we applied cross-lagged panel models and latent change score models to examine the differential reciprocal associations between personality traits (conscientiousness/openness) and academic achievement (school grades/achievement test scores) in language and math over two years from grades 7 to 9.
RESULTS: In line with the PASH, initial levels of conscientiousness were more strongly associated with school grades than with achievement test scores over two years. Simultaneously, prior school grades were more strongly associated with conscientiousness over two years. However, initial levels of openness did not show differential associations with either school grades or achievement test scores over two years. Similarly, prior school grades and achievement test scores were also not differentially associated with openness over two years.
CONCLUSIONS: Our findings introduce an innovative lens through which we observe how the PASH can be leveraged to explain the differential reciprocal associations between conscientiousness and academic achievement. Further research is needed to examine if PASH could be similarly extended to disentangle the associations between openness and academic achievement.
BACKGROUND: Personality traits, especially conscientiousness, and openness, have been identified as strong predictors of academic achievement. The PASH provides a framework for understanding these relationships but has mainly been studied from a unidirectional perspective. This study extends the PASH to examine reciprocal associations and how they vary with different achievement indicators.
METHODS: Using large-scale panel data (N = 6482) of secondary school students in Germany, we applied cross-lagged panel models and latent change score models to examine the differential reciprocal associations between personality traits (conscientiousness/openness) and academic achievement (school grades/achievement test scores) in language and math over two years from grades 7 to 9.
RESULTS: In line with the PASH, initial levels of conscientiousness were more strongly associated with school grades than with achievement test scores over two years. Simultaneously, prior school grades were more strongly associated with conscientiousness over two years. However, initial levels of openness did not show differential associations with either school grades or achievement test scores over two years. Similarly, prior school grades and achievement test scores were also not differentially associated with openness over two years.
CONCLUSIONS: Our findings introduce an innovative lens through which we observe how the PASH can be leveraged to explain the differential reciprocal associations between conscientiousness and academic achievement. Further research is needed to examine if PASH could be similarly extended to disentangle the associations between openness and academic achievement.
摘要：
目的：本研究旨在探讨青少年人格特质（尽责和对经验的开放性）与学业成绩之间的相互关联。使用人格成就饱和度假说(PASH)。
背景：人格特质，尤其是认真的，和开放性,已被确定为学术成就的有力预测因子。PASH为理解这些关系提供了一个框架，但主要是从单向角度进行研究的。这项研究扩展了PASH，以检查相互关联以及它们如何随不同的成就指标而变化。
方法：使用德国中学生的大规模面板数据（N=6482），我们应用交叉滞后面板模型和潜在变化分数模型来检验7至9年级2年语言和数学方面的人格特质(尽责性/开放性)和学业成绩(学校成绩/成绩测试分数)之间的差异互惠关联.
结果：与PASH一致，最初的认真程度与学校成绩的相关性比与两年内的成绩测试成绩的相关性更强.同时,在过去的两年中，以前的学校成绩与责任心的关系更为密切。然而,最初的开放水平与两年的学校成绩或成绩考试成绩没有不同的关联。同样，在过去的两年中，以前的学校成绩和成绩测试成绩也与开放性没有差异。
结论：我们的研究结果引入了一种创新的视角，通过这种视角，我们观察如何利用PASH来解释责任心和学业成绩之间的不同互惠关系。需要进一步的研究来检查PASH是否可以类似地扩展以理清开放性与学术成就之间的关联。
背景：人格特质，尤其是认真的，和开放性,已被确定为学术成就的有力预测因子。PASH为理解这些关系提供了一个框架，但主要是从单向角度进行研究的。这项研究扩展了PASH，以检查相互关联以及它们如何随不同的成就指标而变化。
方法：使用德国中学生的大规模面板数据（N=6482），我们应用交叉滞后面板模型和潜在变化分数模型来检验7至9年级2年语言和数学方面的人格特质(尽责性/开放性)和学业成绩(学校成绩/成绩测试分数)之间的差异互惠关联.
结果：与PASH一致，最初的认真程度与学校成绩的相关性比与两年内的成绩测试成绩的相关性更强.同时,在过去的两年中，以前的学校成绩与责任心的关系更为密切。然而,最初的开放水平与两年的学校成绩或成绩考试成绩没有不同的关联。同样，在过去的两年中，以前的学校成绩和成绩测试成绩也与开放性没有差异。
结论：我们的研究结果引入了一种创新的视角，通过这种视角，我们观察如何利用PASH来解释责任心和学业成绩之间的不同互惠关系。需要进一步的研究来检查PASH是否可以类似地扩展以理清开放性与学术成就之间的关联。
