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首页> 外文期刊>Frontiers in Psychology >Unraveling the Relationship Between Teacher-Assigned Grades, Student Personality, and Standardized Test Scores
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Unraveling the Relationship Between Teacher-Assigned Grades, Student Personality, and Standardized Test Scores

机译：解开教师分配的成绩，学生人格和标准化考试成绩之间的关系

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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 opposed to indirect associations (via subject-specific standardized test scores). We used a representative sample of 14,710 ninth-grade students to estimate these direct and indirect pathways in mathematics and German. Structural equation models showed that test scores explained between 8 and 11% of the variance in teacher-assigned grades in mathematics and German. The Big Five personality traits in students additionally explained between 8 and 10% of the variance in grades. Finally, the personality-grade relationship consisted of direct (0.02 | β| ≤ 0.27) and indirect associations via test scores (0.01 | β| ≤ 0.07). Conscientiousness explained discrepancies between teacher-assigned grades and students’ scores in domain-specific standardized tests to a greater extent than any of the other Big Five personality traits. Our findings suggest that students that are more conscientious may invest more effort to accomplish classroom goals, but fall short of mastery.
机译：五大人格特质在学生成就中发挥着重要作用。因此，有一致的证据表明，在中学的学生更加谋取的学生获得更好的教师指定等级。然而，研究往往不支持索赔，即更加精致的学生在域特定的标准化成就测试中同样实现更高的分数。基于投资和累积模式，我们认为，尽管有类似的学术成就因此，本研究审查了学生个性和教师指定等级之间的关系在多大程度上由直接与间接关联（通过特定于学科的标准化测试分数）组成。我们使用了14,710名级别学生的代表性样本来估计数学和德语的这些直接和间接途径。结构方程模型表明，在数学和德语的教师分配等级的差异中的8％至11％之间解释。学生的五大人格特质另外解释了8％至10％的成绩方差。最后，人格级关系由直接（0.02 |≤0.27）和间接关联通过测试分数（0.01 |≤0.07）组成。尽职尽责地解释了教师分配的成绩和学生在域特定的标准化测试中的分数之间的差异，而是比任何其他大五个人格特征在更大程度上。我们的研究结果表明，更加勤勉的学生可能会投入更多努力来完成课堂目标，但仍然掌握。

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