n order to understand better why

female students outperform their

male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
n order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their stu
in order to understand better why
female students outperform their
male
colleagues in higher education,
it is useful to focus on gender
differences in
nonintellectual predictors of AP.
Such general characteristic
differences are
possibly embedded in
personality, which can be
defined as (relatively) stable
behavior patterns that distinguish
individuals from each other. By the
end of the
past century, psychologists reached
a consensus on the dimensions
underlying
individual differences (Costa &
McCrae, 1992a; Goldberg, 1993).
Five factors
emerged as fundamental
dimensions of personality,
usually labelled as
conscientiousness, neuroticism,
openness, extraversion and
agreeableness. The
Big Five model or the so-called
Five-Factor model serves as a
framework to
conduct systematic research and is
broadly recognised as an
integration of the
diversity of individual differences
measures.
De Feyter, Caers, Vigna, and
Berings (2012) found in their
study that the
gender effect on academic
results can partly be explained
by personality
differences between men and
women.
Several studies indeed report
gender differences concerning
the Bi
in order to understand better why female students outperform their male
colleagues in higher education, it is useful to focus on gender differences in

nonintellectual predictors of AP. Such general characteristic differences are

possibly embedded in personality, which can be defined as (relatively) stable

behavior patterns that distinguish individuals from each other. By the end of the

past century, psychologists reached a consensus on the dimensions underlying

individual differences (Costa & McCrae, 1992a; Goldberg, 1993). Five factors

emerged as fundamental dimensions of personality, usually labelled as

conscientiousness, neuroticism, openness, extraversion and agreeableness. The

Big Five model or the so-called Five-Factor model serves as a framework to

conduct systematic research and is broadly recognised as an integration of the

diversity of individual differences measures.

De Feyter, Caers, Vigna, and

Berings (2012) found in their
study that the
gender effect on academic
results can partly be explained
by personality
differences between men and
women.
S
De Feyter, Caers, Vigna, and Berings (2012) found in their study that the

gender effect on academic results can partly be explained by personality

differences between men and women.

external regulation refers to engagement in an activity to obtain rewards

or avoid punishments given by others. These rewards can be material or social in

nature, and include for example prizes, financial rewards or positive feedback or

recognition from teachers or parents. Extrinsically oriented students may, for

example, put effort into their studies just because they want to obtain their

diploma or desire to please their parents. Second, introjected regulation is defined

as being motivated by internally pressuring reasons such as the wish to avoid guilt

and shame or feel proud of one’s behavior. Studying late because one’s self-worth

is dependent upon good grades is an example of introjected regulation. In the case

of external regulation the ratification of the behavior stems from the social

environment. No complete internalization has taken place. In case of introjection

the individuals are granting themselves rewards and punishments. However, they

haven’t accepted the reasons for their behavior, so their behavior is accompanied

by inner feelings of conflict and compulsion (Vansteenkiste, Sierens, Soenens,

Luyckx, & Lens, 2009) Hence, the behavior has only partially been internalized.

Both in the case of external regulation and that of introjection, the locus of

causality is external. Therefore these types of extrinsic motivation are labeled

controlled motivation.

Not all types of extrinsic motivation are characterized by an external locus of

causality. According to SDT, the third type of extrinsic motivation, identification,

Conscientiousness

openness

Neuroticism

Agreeableness

extrversion