TY  - GEN
A1  - Wollny, Anna
A1  - Jacobs, Ingo
A1  - Pabel, Luise
T1  - Trait emotional intelligence and relationship satisfaction
BT  - the mediating role of dyadic coping
T2  - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe
N2  - Trait emotional intelligence (TEI) is an important individual difference variable that is related to the quality of romantic relationships. The present study investigated the associations between TEI, dyadic coping, and relationship satisfaction. A convenience sample of N = 136 heterosexual couples was recruited online. When the actor-partner interdependence model was applied to the data, TEI showed a positive actor effect and a positive partner effect on relationship satisfaction. The actor effect and partner effect of TEI on relationship satisfaction were partially mediated through positive dyadic coping and common dyadic coping, respectively. A small total indirect actor effect was also found for negative dyadic coping. Controlling for potential content overlap between TEI and relationship satisfaction did not alter the results. However, removing variance from the TEI score that was shared with the Big Five trait factors attenuated TEI's actor and partner effects on relationship satisfaction and rendered all but one actor effect for TEI on dyadic coping and all but one indirect effect nonsignificant. The results underline the importance of TEI for the quality of romantic relationships and they shed light on underlying mechanisms. Implications for theory, research, and applications in counseling contexts will be discussed.
T3  - Zweitveröffentlichungen der Universität Potsdam : Mathematisch-Naturwissenschaftliche Reihe - 1175 
KW  - actor-partner mediator model
KW  - Big Five
KW  - dyadic coping
KW  - trait emotional intelligence
KW  - interpersonal relations
KW  - relationship satisfaction
KW  - personality
KW  - quality of life
Y1  - 2021
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-517629
SN  - 1866-8372
IS  - 1175
SP  - 75
EP  - 93
ER  - 
TY  - GEN
A1  - Westphal, Andrea
A1  - Vock, Miriam
A1  - Kretschmann, Julia
T1  - Unravelling the relationship between teacher-assigned grades, student personality, and standardized test scores
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
N2  - The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that conscientiousness explains to some extent why certain students receive better grades despite similar academic accomplishments (i.e., achieving similar scores in domain-specific standardized achievement tests). Therefore, the present study examines to what extent the relationship between student personality and teacher-assigned grades consists of direct as opposed to indirect associations (via subject-specific standardized test scores). We used a representative sample of 14,710 ninth-grade students to estimate these direct and indirect pathways in mathematics and German. Structural equation models showed that test scores explained between 8 and 11% of the variance in teacher-assigned grades in mathematics and German. The Big Five personality traits in students additionally explained between 8 and 10% of the variance in grades. Finally, the personality-grade relationship consisted of direct (0.02 | β| ≤ 0.27) and indirect associations via test scores (0.01 | β| ≤ 0.07). Conscientiousness explained discrepancies between teacher-assigned grades and students’ scores in domain-specific standardized tests to a greater extent than any of the other Big Five personality traits. Our findings suggest that students that are more conscientious may invest more effort to accomplish classroom goals, but fall short of mastery.
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 719 
KW  - Big Five
KW  - student personality
KW  - teacher-assigned grades
KW  - grading practice
KW  - conscientiousness
KW  - mathematics
KW  - German
KW  - secondary school
Y1  - 2020
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-523024
SN  - 1866-8364
IS  - 12
ER  -