Students’ academic achievement is a key predictor of various life outcomes. The two most prominent measures of academic achievement are grades and standardized test scores. Both measures are commonly used during selection processes as well as for educational monitoring and accountability. Research has suggested that grades and test scores are strongly related to students’ characteristics (e.g., cognitive abilities) but might differentially reflect personality. In order to better explain differential personality-achievement associations, it is important to move beyond the dichotomy of grades versus test scores. To this end, we propose the personality-achievement saturation hypothesis (PASH), which suggests that associations between personality and achievement vary, depending on four main features of the achievement measure used: level of standardization, relevance for the student, curricular validity, and instructional sensitivity. The PASH suggests that conscientiousness should typically be more strongly associated with grade point average, followed by course grades and final examination grades, whereas openness should be more strongly associated with test scores. We used data from three large-scale studies (total N = 14,953) and aggregated our findings. In line with the PASH, conscientiousness was most strongly related to grades, which have lower standardization, moderate to high relevance, high curricular-validity, and high instructional sensitivity, whereas it had substantially weaker associations with more highly standardized, less curriculum-valid, and less instructionally sensitive measures. In addition, openness was most strongly related to highly standardized, less relevant, less curriculum-valid, and less instructionally sensitive measures in English. Implications for the ways in which achievement measures can be used are discussed.

中文翻译：

---

当学业成就（也）反映人格时：使用人格成就饱和假设（PASH）来解释成就测量和人格特征之间的差异关联。

学生的学业成绩是各种生活结果的关键预测指标。学术成就的两个最突出的衡量标准是成绩和标准化考试成绩。这两种措施通常用于选拔过程以及教育监督和问责制。研究表明，成绩和考试成绩与学生的特征（例如认知能力）密切相关，但可能会不同地反映个性。为了更好地解释不同的人格成就关联，重要的是要超越成绩与考试成绩的二分法。为此，我们提出了人格成就饱和假说（PASH），这表明人格与成就之间的关联会有所不同，这取决于所使用的成就度量的四个主要特征：标准化水平、与学生的相关性、课程有效性和教学敏感性。PASH 建议，尽责性通常应该与平均绩点更密切相关，其次是课程成绩和期末考试成绩，而开放性应该与考试成绩更密切相关。我们使用了来自三项大规模研究的数据（总 N = 14,953）并汇总了我们的发现。与 PASH 一致，尽责性与成绩最密切相关，这些成绩具有较低的标准化、中度至高度相关性、高课程有效性和高教学敏感性，而与更高标准化、更少课程有效性的关联则显着较弱，和不太敏感的教学措施。此外，开放性与高度标准化的关系最为密切，英语中相关性较低、课程有效性较低和教学敏感度较低的措施。讨论了可以使用成就度量的方式的含义。