Cognitive Ability, Learning Approaches and Personality Correlates of General Knowledge

Autor/inn/en	Furnham, Adrian; Swami, Viren; Arteche, Adriane; Chamorro-Premuzic, Tomas
Titel	Cognitive Ability, Learning Approaches and Personality Correlates of General Knowledge
Quelle	In: Educational Psychology, 28 (2008) 4, S.427-437 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
Schlagwörter	Intelligence Quotient; Personality; Abstract Reasoning; Cognitive Ability; Cognitive Style; Undergraduate Students; Foreign Countries; Validity; Regression (Statistics); United Kingdom + Suchen Sie Ihr Suchwort? Intelligenzquotient; Personalität; Abstraktes Denken; Denken; Denkfähigkeit; Cognitive styles; Kognitiver Stil; Ausland; Gültigkeit; Regression; Regressionsanalyse; Großbritannien
Abstract	The relationship between general knowledge (GK) and cognitive ability (IQ and abstract reasoning), learning approaches, and personality ("big five" traits and typical intellectual engagement) was investigated in a sample of 101 British undergraduates. As predicted, GK was positively correlated with cognitive ability (more so with IQ than with abstract reasoning), typical intellectual engagement, and openness to experience. A hierarchical regression showed that IQ was the strongest predictor of GK, explaining 26% of GK variance. However, openness (15%) added incremental validity to the variance explained. These results are discussed in relation to previous findings in the field of GK and the personality-intelligence interface. (Contains 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10