Why are some students more successful than others? We combined motivational and personality predictors and jointly examined the relevance of subject-specific academic self-concepts and Big Five personality traits for academic performance. Based on data from two independent studies of German 9th graders (Study 1: N = 1,508, Mage = 14.98 years, 51% female, 38% immigrant background; Study 2: N = 19,783, Mage = 15.10 years, 50% female, 36% immigrant background), we, first, estimated latent bivariate correlations to investigate the nomological net between these socioemotional characteristics. Second, using latent moderated regression models, we examined the role of the main and interaction effects of both characteristics for academic performance levels and changes assessed by grades and test scores. Finally, we tested whether the relevance of socioemotional characteristics for academic performance differed across sociodemographic characteristics. Five findings stand out: First, we established widely consistent nomological nets between the academic self-concepts and Big Five traits, especially regarding the German self-concept. Second, the domain-specific self-concepts were consistent predictors of different academic performance measures in the respective subject. Third, beyond the established main effects of openness and conscientiousness, all Big Five traits contributed to performance in some way. Fourth, despite some inconsistencies, socioemotional characteristics formed only synergistic interaction effects. Fifth, students' sociodemographic background was likewise important illustrating main effects on performance and foremost synergistic interaction effects with socioemotional predictors. Our results highlight the complex interplay between motivation, personality, and sociodemographic variables in predicting academic achievement and underline the need to be mindful of this interactive nature. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

中文翻译：

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谁在学校蓬勃发展？学术自我概念和人格的相互作用及其对青春期中期学习成绩的作用。


为什么有些学生比其他学生更成功？我们结合了动机和性格预测因子，并共同研究了特定学科的学术自我概念和大五人格特质与学业成绩的相关性。基于两项针对德国 9 年级学生的独立研究的数据（研究 1：N = 1,508，Mage = 14.98 岁，51% 女性，38% 移民背景;研究 2：N = 19,783，Mage = 15.10 岁，50% 女性，36% 移民背景），我们首先估计了潜在的二元相关性，以调查这些社会情感特征之间的名词网。其次，使用潜在调节回归模型，我们检查了两种特征的主要效应和交互效应对学业成绩水平以及通过成绩和考试成绩评估的变化的作用。最后，我们测试了社会情感特征与学业成绩的相关性是否因社会人口学特征而异。五个发现很突出：首先，我们在学术自我概念和大五特质之间建立了广泛一致的名词网络，尤其是在德国自我概念方面。其次，特定领域的自我概念是各自学科中不同学习成绩测量的一致预测因子。第三，除了开放性和责任心这两个既定的主效应之外，所有五大特质都以某种方式对绩效做出了贡献。第四，尽管存在一些不一致，但社会情感特征仅形成了协同互动效应。第五，学生的社会人口学背景同样重要，说明了对表现的主要影响，最重要的是与社会情感预测因子的协同交互作用。 我们的结果强调了动机、个性和社会人口学变量在预测学业成绩方面的复杂相互作用，并强调了注意这种互动性质的必要性。（PsycInfo 数据库记录 （c） 2024 APA，保留所有权利）。