Pyschology Research Paper 1

Peer Scholar Study (Phase 1)
Personality, intelligence, and academic achievement: Charting their developmental

interplay
Research paper summary
Embarking on a distinctive exploration, “Personality, Intelligence, and Academic
Achievement: Charting their Developmental Interplay” (Bardach et al., 2021) examines the
intricate tapestry of intelligence, personality (with an interest in the Big Five traits, particularly
Conscientiousness and Openness), and academic achievement in Gemrman Secondary students
during their adolescent formative years. The main research question is “Why do some excel at
school while others struggle academically?” (Bardach et al., 2021).
The study stated three hypotheses based on Intelligence, personality, and achievement.
Firstly, by examining intelligence and academic achievement, the study hypothesizes a mutual
connection between intelligence and academic success, expecting heightened intelligence and
academic achievement and vice versa (Bardach et al., 2021). Secondly, breaking new ground in
the Big Five Personality domains and academic achievement, the study hypothesizes optimistic
predictions from Conscientiousness and Openness to academic achievement, predicting that the
remaining Big Five dimensions are reciprocal relationships within academic achievement
(Bardach et al., 2021). Thirdly, in a trailblazing way, this study looks at intelligence and
Personality Domains and how being open to new experiences might affect intelligence over time.
(Bardach et al., 2021).
The study focuses on German secondary schools, unraveling their cognitive and
psychological journey at four pivotal pre-teens ages 11, 12, 13, and 14, corresponding to grades
5, 6, 7, and 8, with a diverse sample size of 3880 participants from 136 classes (Bardach et al.,
2021). The study drew sample data from the TRAIN project. The study employed the complete
information maximum likelihood estimation to handle missing data and reduce perceptual
shortcuts like bias. Personality was measured using a German version of the Big Five Personality
domains using a 5-point rating scale ranging from 1 (strongly disagree) to 5 (strongly agree).
Intelligence was measured through a cognitive abilities test by Thorndike and Hagen, which was
estimated by considering long-term attributes and dimensional dimensions, known as the
two-parameter item response theory models (Bardach et al., 2021). This article defines academic
achievement as standardized test scores based on mathematics because the researchers argue that
it shows a distinctive connection to intelligence. Math is taught in all countries, so it would be
easy to compare research, and it elicits personality emerging from overcoming a challenge
(Bardach et al., 2021). They shared all their methods openly, including access analysis codes,
elevating the credibility and replicability of the findings (Bardach et al., 2021). This unique
approach challenged conventional expectations, aiming to uncover how these factors interact.
The results proved the first hypothesis; the data shows that over time, academic
achievement (achievement-intelligences associations) in mathematics consistently predicted
scores on intelligence tests and vice versa. Surprisingly, in the second hypothesis,
personality-achievement associations, no significant connections were found between personality
traits and academic achievement in both directions. There was no statistical significance between
personality-intelligence associations; initially, connections between conscientiousness and
extraversion were measured with intelligence, but it was later debunked. In addition, a positive
longitudinal connection between agreeableness and achievement was discovered. In contrast,
high neuroticism was associated with lower academic achievement and intelligence.
Notably, the study enhances our understanding of how academic success and intelligence
reciprocally influence each other over time, providing valuable insights into the intricate
interplay of personality, intelligence, and academic achievement in the developmental context.
Tik Tok: Does intelligence determine success? https://vm.tiktok.com/ZM6nL8kG1/

Description
Tik Toker Mahmoud Morally created a video on “Does intelligence determine success?”.
This content targets driven individuals, predominantly TikTok users in their teenage years and
older. I have come to this conclusion due to the thematic focus on the pursuit of success and the
word choice of the content creator. The underlying message is that high intelligence or
exceptional standardized test scores do not necessarily define success. Individuals who may not
excel academically but have vital emotional intelligence, particularly extroverts with exceptional
social skills, stand a significant chance of achieving success. There is an emphasis that success is
not a linear route, highlighting the importance of social and emotional abilities beyond traditional
measures of intelligence and academic achievement. Morally shares his message effectively and
clearly with the addition of visuals, straightforward subtitles, and examples of his argument. He
used the example that an extrovert would be better at networking and can create more
opportunities for themselves.
Analysis
The psychologist’s social media post demonstrated accuracy by aligning with established
psychological principles. “Though they may face academic difficulty, Individual B (individuals
with high intelligence) thrives in understanding and connecting with people”
(@mahmoud.moralli, 2023). The ability to be successful in networking with minimal effort for
extroverts is backed up by Eysenck’s observation of lower brain activity in extraverts,
contrasting with their superior interpersonal skills.“According to Eysenck, extraverts have a
lower level of brain activity in the ARAS while introverts tend to have a higher level.” (Altman
et al., Personality) They go on to say, “While having a high IQ score proves to be advantageous
in some areas. (...) Intelligence is just one part of the recipe.” (@mahmoud.moralli, 2023) This is
proven in the textbook, “A person may have high levels of classically defined intelligence
(general cognitive abilities), but yet have difficulties perceiving emotions in their self and others”
(Altman et al., Intelligence). Despite academic challenges, highly intelligent Individual B excels
in connecting with people, as highlighted by the textbook's distinction between cognitive abilities
and emotional perception difficulties. In this quote, he suggests that intelligence does correlate
with higher scores but emphasizes that numerical metrics do not accurately predict success. The
study's results prove that “Academic achievement and intelligence showed reciprocal
within-person relations, with the most substantial coefficients found for achievement
longitudinally predicting intelligence. (Bardach et al., 2021). To enhance effectiveness,
incorporating where he received this information can make him seem more credible and
accurate, thus promoting ethos (ethical appeal). It could strengthen the post’s persuasiveness and
connection with the audience, fostering a more compelling communication approach. In
conclusion, the psychologist’s posts underscore the complex link between academic challenges,
high intelligence, and emotional intelligence, supported by the article and the textbook,
highlighting the multifaceted nature of success.
Work Cited
Altman, M., Jacobi, L., Beston, B., Brown, K., Burton, E.T., Carducci, B., Hummel, J.,
Lukowski, A., Poplock, S., Slonecker, E., Swisher, M., VanArsdall, J., Vervaeke,
J., & Wehe, H. (2017). Introduction to Psychology: A Top Hat Interactive Text.
Top Hat Monocle. Available from
https://tophat.com/catalog/social-science/psychology/full-course/introduction-to-p
sychology-meaghan-altman/737/
Bardach, L., Hübner, N., Nagengast, B., Trautwein, U., & von Stumm, S. (2023).
Personality, intelligence, and academic achievement: Charting their
developmental interplay. Journal of Personality, 91, 1326-1343.
https://doi.org/10.1111/jopy.12810
https://vm.tiktok.com/ZM6nL8kG1/

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Peer Scholar Study (Phase 1)

Personality, intelligence, and academic achievement: Charting their developmental

Tik Tok: Does intelligence determine success? https://vm.tiktok.com/ZM6nL8kG1/

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