Examining SEB skills' incremental validity over personality traits in predicting academic achievement.
Personality traits and social, emotional, and behavioral (SEB) skills share the same behavioral referents, but whereas traits refer to a person's typical or average performance, skills refer to their capacity or maximal performance. Given their shared behavioral foundations, an important questi...
| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Public Library of Science (PLoS)
2024-01-01
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| Series: | PLoS ONE |
| Online Access: | https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0296484&type=printable |
| _version_ | 1827386792294219776 |
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| author | Hee Jun Yoon Brent W Roberts Madison N Sewell Christopher M Napolitano Christopher J Soto Dana Murano Alex Casillas |
| author_facet | Hee Jun Yoon Brent W Roberts Madison N Sewell Christopher M Napolitano Christopher J Soto Dana Murano Alex Casillas |
| author_sort | Hee Jun Yoon |
| collection | DOAJ |
| description | Personality traits and social, emotional, and behavioral (SEB) skills share the same behavioral referents, but whereas traits refer to a person's typical or average performance, skills refer to their capacity or maximal performance. Given their shared behavioral foundations, an important question to address is whether personality traits and SEB skills independently predict important outcomes. In this study (N = 642), we examined whether subscales of the Behavioral, Emotional, and Social Skills Inventory (BESSI), a measure of SEB skills, provided incremental validity in the prediction of the ACT composite score, an important academic outcome for American adolescents, over the Big Five personality traits. Consistent with our expectations, on average, SEB skills showed stronger associations with ACT achievement scores than personality traits. Moreover, SEB skills added incremental validity over and above personality traits in predicting ACT achievement scores. The findings reinforce the importance of conceptually distinguishing and measuring traits and skills. |
| first_indexed | 2024-03-08T15:50:45Z |
| format | Article |
| id | doaj.art-69b7b742ea92418fb7ca979c2f55359b |
| institution | Directory Open Access Journal |
| issn | 1932-6203 |
| language | English |
| last_indexed | 2024-03-08T15:50:45Z |
| publishDate | 2024-01-01 |
| publisher | Public Library of Science (PLoS) |
| record_format | Article |
| series | PLoS ONE |
| spelling | doaj.art-69b7b742ea92418fb7ca979c2f55359b2024-01-09T05:31:10ZengPublic Library of Science (PLoS)PLoS ONE1932-62032024-01-01191e029648410.1371/journal.pone.0296484Examining SEB skills' incremental validity over personality traits in predicting academic achievement.Hee Jun YoonBrent W RobertsMadison N SewellChristopher M NapolitanoChristopher J SotoDana MuranoAlex CasillasPersonality traits and social, emotional, and behavioral (SEB) skills share the same behavioral referents, but whereas traits refer to a person's typical or average performance, skills refer to their capacity or maximal performance. Given their shared behavioral foundations, an important question to address is whether personality traits and SEB skills independently predict important outcomes. In this study (N = 642), we examined whether subscales of the Behavioral, Emotional, and Social Skills Inventory (BESSI), a measure of SEB skills, provided incremental validity in the prediction of the ACT composite score, an important academic outcome for American adolescents, over the Big Five personality traits. Consistent with our expectations, on average, SEB skills showed stronger associations with ACT achievement scores than personality traits. Moreover, SEB skills added incremental validity over and above personality traits in predicting ACT achievement scores. The findings reinforce the importance of conceptually distinguishing and measuring traits and skills.https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0296484&type=printable |
| spellingShingle | Hee Jun Yoon Brent W Roberts Madison N Sewell Christopher M Napolitano Christopher J Soto Dana Murano Alex Casillas Examining SEB skills' incremental validity over personality traits in predicting academic achievement. PLoS ONE |
| title | Examining SEB skills' incremental validity over personality traits in predicting academic achievement. |
| title_full | Examining SEB skills' incremental validity over personality traits in predicting academic achievement. |
| title_fullStr | Examining SEB skills' incremental validity over personality traits in predicting academic achievement. |
| title_full_unstemmed | Examining SEB skills' incremental validity over personality traits in predicting academic achievement. |
| title_short | Examining SEB skills' incremental validity over personality traits in predicting academic achievement. |
| title_sort | examining seb skills incremental validity over personality traits in predicting academic achievement |
| url | https://journals.plos.org/plosone/article/file?id=10.1371/journal.pone.0296484&type=printable |
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