Academic performance, career potential, creativity, and job performance: can one construct predict them all?

  title={Academic performance, career potential, creativity, and job performance: can one construct predict them all?},
  author={Nathan R. Kuncel and Sarah A. Hezlett and Deniz S. Ones},
  journal={Journal of personality and social psychology},
  volume={86 1},
This meta-analysis addresses the question of whether 1 general cognitive ability measure developed for predicting academic performance is valid for predicting performance in both educational and work domains. The validity of the Miller Analogies Test (MAT; W. S. Miller, 1960) for predicting 18 academic and work-related criteria was examined. MAT correlations with other cognitive tests (e.g., Raven's Matrices [J. C. Raven, 1965]; Graduate Record Examinations) also were meta-analyzed. The results… 

Tables from this paper

The Prediction of Professional Success in Apprenticeship: The Role of Cognitive and Non-Cognitive Abilities, of Interests and Personality

Context: We addressed the issue of person-job-fit by focussing on both professional success and work satisfaction. Publications studying the predictive validity of (cognitive) ability, personality,

Study Habits, Skills, and Attitudes: The Third Pillar Supporting Collegiate Academic Performance

  • M. CredéN. Kuncel
  • Psychology, Education
    Perspectives on psychological science : a journal of the Association for Psychological Science
  • 2008
It is found that study skill inventories and constructs are largely independent of both high school grades and scores on standardized admissions tests but moderately related to various personality constructs; these results are inconsistent with previous theories.

The Role of Personality in Predicting (Change in) Students’ Academic Success Across Four Years of Secondary School

Abstract. Little longitudinal research has addressed the question of whether the Big Five personality traits (i.e., O, C, E, A, N) predict educational outcomes and whether the Big Five provide

The Relation Between Optimism And Job Performance: An Applied Setting

Research on cognitive ability measures consistently concludes that they are predictive of employee performance. While accounting for only about 9% of the variance in performance, however, cognitive

Learning Skills and Motivation: Correlates to Superior Academic Performance

This paper describes a study that was conducted at a mid-sized public state-university in the mid-south, USA, to examine various factors affecting student academic performance. In this study, the


This article reports a meta-analysis of personality-academic performance relationships, based on the Five-Factor Model (FFM), with cumulative sample sizes ranging to over 70,000. Most analyzed

Meta-Analysis of the Relationship Between the Big Five and Academic Success at University

Abstract. Interest in the prediction of academic success in higher education has grown considerably in recent years in German-speaking countries. While the validity of school grades and admission

Scientific Talent, Training, and Performance: Intellect, Personality, and Genetic Endowment

Despite over a century of research, psychologists have still not established scientific talent as an empirically demonstrable phenomenon. To help solve this problem, a talent definition was first

Personality and Intelligence Interact in the Prediction of Academic Achievement

Analyses at the facet level revealed much more differentiated results than did analyses at the domain level, suggesting that investigating personality facets should be preferred over investigating personality domains when predicting academic achievement.



Cognitive ability, cognitive aptitudes, job knowledge, and job performance


A predictor battery of cognitive ability, perceptual-psychomotor ability, temperament/personality, interest, and job outcome preference measures was administered to enlisted soldiers in nine Army

Personnel selection.

This chapter reviews literature from approximately mid-1993 through early 1996 in the areas of performance and criteria, validity, statistical and equal opportunity issues, selection for work groups,

Meta-analyzing the relationship between grades and job performance.

Employers and academics have differing views on the value of grades for predicting job performance. Employers often believe grades are useful predictors, and they make hiring decisions that are based

The role of general cognitive ability and job performance: Why there cannot be a debate.

Given the overwhelming research evidence showing the strong link between general cognitive ability (GCA) and job performance, it is not logically possible for industrial -organizational (I/O)

A comprehensive meta-analysis of the predictive validity of the graduate record examinations: implications for graduate student selection and performance.

The results indicated that the GRE and UGPA are generalizably valid predictors of graduate grade point average, 1st-year graduate grade points average, comprehensive examination scores, publication citation counts, and faculty ratings.

The validity and utility of selection methods in personnel psychology: Practical and theoretical implications of 85 years of research findings.

This article summarizes the practical and theoretical implications of 85 years of research in personnel selection. On the basis of meta-analytic findings, this article presents the validity of 19


At present, the role of testing in education is being radically reevaluated. Advances in cognitive science suggest new approaches to assessment based on a better understanding of the nature of

Intelligence and the Workplace

This chapter provides a broad review of theories and research on intelligence with particular emphasis on its importance in the workplace. Psychometric theories of intelligence, beginning with

Validity and Utility of Alternative Predictors of Job Performance

Meta-analysis of the cumulative research on various predictors of job performance shows that for entry-level jobs there is no predictor with validity equal to that of ability, which has a mean