Biomedical subjects

Tomas Chamorro-Premuzic

Publications and source records attributed to Tomas Chamorro-Premuzic.

6 recordsLinked to original sources

PubMed2006

General health mediates the relationship between loneliness, life satisfaction and depression. A study with Malaysian medical students.

OBJECTIVE: To examine the associations between life satisfaction, loneliness, general health and depression among 172 medical students in Malaysia. METHOD: Participants completed a questionnaire battery, which included the 12-item General Health Questionnaire, Beck's Depression Inventory, the Revised UCLA Loneliness Scale and the Satisfaction With Life Scale. RESULTS: Life satisfaction was negatively and significantly correlated with suicidal attitudes, loneliness and depression; and positively with health, which was negatively and significantly correlated with depression and loneliness. Self-concept was negatively correlated with loneliness and depression, depression was positively and significantly correlated with loneliness. Mediational analyses showed that the effects of loneliness and life dissatisfaction on depression were fully mediated by health. CONCLUSION: Even though less satisfied, and particularly lonelier, individuals are more likely to report higher levels of depression, this is only the case because both higher loneliness and life dissatisfaction are associated with poorer health. These results are discussed in terms of their implications for the diagnosis and treatment of mental health disorders in developing nations.

Adolescent↗

PubMed2006

Incremental validity of the typical intellectual engagement scale as predictor of different academic performance measures.

The incremental validity of the Typical Intellectual Engagement (TIE) scale (Goff & Ackerman, 1992) as a predictor of academic performance (AP) was tested over and above other established determinants of AP, namely, psychometric g (as extracted from 5 cognitive ability tests) and the Big Five personality traits, assessed by the Neuroticism-Extraversion-Openness Five Factor Inventory (Costa & McCrae, 1992). One hundred four British students were tested on arrival to university, and AP measures were collected longitudinally throughout a 3-year period. TIE, g, and Conscientiousness were the highest correlates of AP. A series of multiple-hierarchical regressions showed that TIE had significant incremental validity (over and above g and the Big Five) in the prediction of AP. Implications are discussed in light of the investment theory of intellectual competence and the utility of self-report inventories as predictors of academic achievement.

Adolescent↗

PubMed2005

Estimating one's own and one's relatives' multiple intelligence: a study from Argentina.

Participants from Argentina (N = 217) estimated their own, their partner's, their parents' and their grandparents' overall and multiple intelligences. The Argentinean data showed that men gave higher overall estimates than women (M = 110.4 vs. 105.1) as well as higher estimates on mathematical and spatial intelligence. Participants thought themselves slightly less bright than their fathers (2 IQ points) but brighter than their mothers (6 points), their grandfathers (8 points), but especially their grandmothers (11 points). Regressions showed that participants thought verbal and mathematical IQ to be the best predictors of overall IQ. Results were broadly in agreement with other studies in the area. A comparison was also made with British data using the same questionnaire. British participants tended to give significantly higher self-estimates than for relatives, though the pattern was generally similar. Results are discussed in terms of the studies in the field.

Adolescent↗

PubMed2005

Explaining individual differences in scholastic behaviour and achievement.

BACKGROUND: This paper presents results from the first wave of a longitudinal study examining the effects of various psychosocial variables on scholastic achievement and behaviour at school. AIMS: The main aim is to investigate the nature and strength of the effects of major individual difference dimensions on important outcome variables at school level, including academic performance, truancy, and antisocial behaviour. SAMPLES: Data were collected from a sample of 901 pupils on verbal ability (as a proxy for cognitive ability), personality traits, and a number of behavioural indices, including academic performance at 14 and 16 years, number of authorized and unauthorized absences, and exclusions from school due to antisocial conduct. METHODS: During the first stage of the study, seven schools participated in all three phases. Teachers administered a questionnaire battery in class according to a detailed protocol. Additional data were collected from school archives. RESULTS: Analysis of the data through multi-group (male and female pupils) structural equation modelling indicated a very strong effect of verbal ability on academic performance. Extraversion and psychoticism were negatively related to academic performance, although their effects were weak and moderated by gender. Verbal ability, extraversion, and psychoticism predicted absenteeism, truancy, and exclusions from school due to disruptive conduct. The latter three were negatively associated with academic performance. CONCLUSIONS: The findings indicate that major individual difference dimensions like verbal ability and personality traits, have a strong influence on important outcome variables at school level, including academic performance, truancy, and antisocial behaviour. Without fully acknowledging the crucial role of individual differences in shaping behaviour and achievement at school, the timely identification of pupils at risk, and the development of effective intervention schemes will be difficult.

Achievement↗

PubMed2004

Estimating one's own personality and intelligence scores.

One hundred and eighty-seven university students completed the full NEO-PI-R assessing the five super-traits and 30 primary traits, and the Wonderlic Personnel Test of general intelligence. Two months later (before receiving feedback on their psychometric scores), they estimated their own scores on these variables. Results at the super-factor level indicated that participants could significantly predict/estimate their own Neuroticism, Extraversion, and Conscientiousness scores. The correlation between estimated and psychometrically measured IQ was r=.30, showing that participants could, to some extent, accurately estimate their intelligence. In addition, there were a number of significant correlations between estimated intelligence and psychometrically assessed personality (particularly Neuroticism, Agreeableness and Extraversion). Disagreeable people tended to award themselves higher self-estimated intelligence scores. Similarly, stable people tended to award themselves higher estimates of intelligence (even when other variables were controlled). Regressing both estimated and psychometric IQ scores onto estimated and psychometric personality scores indicated that the strongest significant effect was the relationship between trait scores and self-estimated intelligence.

Adolescent↗

PubMed2004

A possible model for understanding the personality--intelligence interface.

Despite the recent increase in the number of studies examining empirical links between personality and intelligence (see Hofstee, 2001; Zeidner & Matthews, 2000), a theoretical integration of ability and nonability traits remains largely unaddressed. This paper presents a possible conceptual framework for understanding the personality-intelligence interface. In doing so, it conceptualizes three different levels of intelligence, namely, intellectual ability (which comprises both Gf and Gc), IQ test performance and subjectively assessed intelligence (a mediator between personality, intellectual ability and IQ test performance). Although the model draws heavily upon correlation evidence, each of its paths may be tested independently. The presented model may, therefore, be used to explore causation and further develop theoretical approaches to understanding the relation between ability and nonability traits underlying human performance.

Humans↗