2026-09-21T18:09:17Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/124441 2024-09-16 col_2142_5131 col_2142_11614 com_2142_5130 com_2142_11613 com_2142_8903

Roberts, Brent W 2024-05 application/pdf en text Submission original under an indefinite embargo labeled 'Open Access'. The submission was exported from vireo on 2024-09-16 without embargo terms The student, Hee Jun Yoon, accepted the attached license on 2024-04-30 at 12:00. The student, Hee Jun Yoon, submitted this Thesis for approval on 2024-04-30 at 12:10. This Thesis was approved for publication on 2024-05-01 at 09:12. DSpace SAF Submission Ingestion Package generated from Vireo submission #20713 on 2024-09-16 at 00:37:37 Examining SEB skills’ incremental validity over personality traits in predicting academic achievement Yoon, Hee Jun 2024-05-01 Seb Skills Academic Outcome Personality Psychology 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. Text eng https://hdl.handle.net/2142/124441 Not applicable M.S. Thesis Psychology University of Illinois at Urbana-Champaign Psychology