Personality, Intelligence, and Counterproductive Academic Behaviors: A Meta-Analysis

Counterproductive academic behaviors (CAB) are a major problem for educational institutions all over the world. For this reason, to determine the potential predictors of CAB is relevant. After defining CAB and introducing a typology of seven CABs facets (i.e., cheating, absenteeism, plagiarism, deception, breach of rules, low effort, and misuse of resources), this study reports on a comprehensive meta-analysis carried out to estimate the relationships between CAB and its facets with the Big Five personality dimensions and intelligence. Results showed that conscientiousness (K = 77, N = 31,473, rho = -.28) and agreeableness (K = 56, N = 24,436, rho = -.14) were predictors of the student's propensity to engage in CAB. Conscientiousness also predicted the 7 facets of CAB, particularly absenteeism (rho = -.30), cheating (rho = -.34), misuse of resources (rho = -.32), low effort (rho = -.29). and breach of rules (rho = -.27). Intelligence showed a negative relationship with CAB (K = 55, N = 30.052, rho = -.19). and it was the best predictor of deception (K = 18, N = 3,575 rho = -.48). The educational level, the type of cognitive tests, and the intelligence factor assessed were relevant moderators of the validity estimates. The validity of a compound of conscientiousness, agreeableness, and intelligence was 42 for predicting overall CAB. Finally, we discuss the theoretical and practical implications of the findings.

Automated summary

The study found that conscientiousness and agreeableness were important factors influencing students' engagement in counterproductive academic behaviors (CAB), while intelligence had a negative correlation with CAB. Additionally, conscientiousness had strong predictive power for various facets of CAB, particularly absenteeism, cheating, misuse of resources, low effort, and breach of rules.