| 000 | 03280nab a2200445 c 4500 | ||
|---|---|---|---|
| 001 | vtls000795696 | ||
| 003 | RU-ToGU | ||
| 005 | 20220804145848.0 | ||
| 007 | cr | | ||
| 008 | 210319s2020 enk s a eng d | ||
| 024 | 7 |
_a10.1016/j.paid.2020.109917 _2doi |
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| 035 | _ato000795696 | ||
| 040 |
_aRU-ToGU _brus _cRU-ToGU |
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| 245 | 1 | 0 |
_aPersonality, behavioral strengths and difficulties and performance of adolescents with high achievements in science, literature, art and sports _cK. A. Papageorgiou, M. Likhanov, G. Constantini [et al.] |
| 336 | _aТекст | ||
| 337 | _aэлектронный | ||
| 504 | _aБиблиогр.: с. 109917(10-11) | ||
| 520 | 3 | _aIndividual variation in personality is related to differences in behavioral difficulties and achievement in unselected samples, and in samples selected for high achievement in various domains. This is the first study to explore and compare the connections between self-report measures of personality (Big Five and Dark Triad), behavioral strengths and difficulties, and school achievement in four tracks of high-achieving adolescents (N = 1179) selected based on their exceptional performance in: Science, Arts, Sports and Literature. Personality was more strongly related to behavioral strengths and difficulties than to achievement in all tracks. As such, personality traits may be indirectly linked with achievement via behavioral strengths and difficulties. For example, narcissism correlated negatively with behavioral difficulties but did not significantly correlate with achievement. However, achievement was correlated negatively with behavioral difficulties. Network analyses indicated that teacher-awarded grades, but not anonymous exam grades, were weakly connected with personality. Specifically, teachers awarded higher grades to students with more ‘desirable’ personality traits such as high agreeableness. Results also showed track differences in the networks of personality, behavior and achievement. These findings are discussed in the context of personality as a resilience factor against behavioural difficulties and as a contributor to school achievement in gifted adolescents. | |
| 653 | _aодаренные подростки | ||
| 653 | _aтемная триада | ||
| 653 | _aличность | ||
| 653 | _aработоспособность подростков | ||
| 653 | _aБольшая пятерка (психология) | ||
| 653 | _aсильные стороны | ||
| 653 | _aтрудности поведения | ||
| 653 | _aдостижения | ||
| 655 | 4 |
_aстатьи в журналах _9745982 |
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| 700 | 1 |
_aPapageorgiou, Kostas A. _9198180 |
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| 700 | 1 |
_aLikhanov, Maxim V. _9809393 |
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| 700 | 1 |
_aConstantini, Giulio _9510476 |
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| 700 | 1 |
_aTsigeman, Elina S. _9809395 |
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| 700 | 1 |
_aZaleshin, Mikhail S. _999169 |
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| 700 | 1 |
_aBudakova, Anna V. _999170 |
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| 700 | 1 |
_aKovas, Yulia V. _999181 |
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| 773 | 0 |
_tPersonality and individual differences _d2020 _gVol. 160. P. 109917(1-11) _x0191-8869 |
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| 852 | 4 | _aRU-ToGU | |
| 856 | 4 | _uhttp://vital.lib.tsu.ru/vital/access/manager/Repository/vtls:000795696 | |
| 908 | _aстатья | ||
| 999 | _c479843 | ||