Essay on Academic Performance And Fluid Intelligence
In the past, considerable emphasis has been placed on Intellectual Ability as the predictor for
Academic Achievement (Chamorro-Premuzic & Furnham, 2003), as such there can be found an extensive collection of research studies that document intelligence as the dominant predictor for cognitive performance (Busato et al., 2000). These conclusions often base upon the idea that intelligence defines the capacity of an individual to incorporate knowledge and skill to the solving of a given task, mediated by the auxiliary requirement of whether the opportunity to reach this potential capacity is presented in the environment (Poropat, 2009).
Although Academic Achievement has been positively correlated with level of Intelligence, this does not account for psychological variability in the form of personality differences.
Consequentially there has been exponential growth in research involving personality factors and their correlations with both Academic Performance and fluid intelligence (Moutafi et al.,
Recent studies have identified that within an academic setting, drive or degree of motivation towards success can be affected by personality (Busato et al., 2000), and a distinctive shift in approach has been observed with researchers moving from primarily using Eysenck’s three factor model; neuroticism, extraversion and psychoticism (Moutafi et al., 2004) towards the easy-to-test and operationalize Five-Factor Model, which almost completely accounts for