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Abstract: This study examines the extent to which personality traits and intelligence scores predict school level academic performance (AP), (British GCSE: General Certificate of Secondary Education; America Grade 10) in different disciplines. The participant sample consisted of approximately 250 school pupils from three schools in the South East of England. A series of hierarchical regressions were performed with participant discipline-specific subject grades being the criterion variable and demographic, as well and intelligence and personality test scores, the predictor variables. For overall grade intelligence accounted for a fifth of the variance and personality an incremental validity of 8%. Whilst a combination of intelligence, personality and sex accounted for around a quarter of the variance in all four core subjects the pattern was rather different for elected subjects. The results are discussed in terms of the usefulness of psychometric assessments of candidates at selection. [Copyright &y& Elsevier]

Abstract Objectives: To compare the power of three traditional selection procedures (A levels, personal statements, and references) and one non-traditional selection procedure (personality) to predict performance over the five years of a medical degree. Design: Cohort study over five years. Setting: Nottingham medical school. Participants: Entrants in 1995. Main outcome measures: A level grades, amounts of information contained in teacher's reference and the student's personal statement, and personality scores examined in relation to 18 different assessments. Results: Information in the teacher's reference did not consistently predict performance. Information in the personal statement was predictive of clinical aspects of training, whereas A level grades primarily predicted preclinical performance. The personality domain of conscientiousness was consistently the best predictor across the course. A structural model indicated that conscientiousness was positively related to A level grades and preclinical performance but was negatively related to clinical grades. Conclusion: A teacher's reference is of no practical use in predicting clinical performance of medical students, in contrast to the amount of information contained in the personal statement. Therefore, simple quantification of the personal statement should aid selection. Personality factors, in particular conscientiousness, need to be considered and integrated into selection procedures. [ABSTRACT FROM AUTHOR]

The article focuses on the importance of accelerated learning and high academic achievement as emphasized by U.S. First Lady Michelle Obama in her statement delivered at the Elizabeth Garrett Anderson School (EGAS) for girls in London, England and the practical implications of these views to becoming receptive to the expertise that has been developing in the field of gifted education. It mentions that Mrs. Obama pointed out the importance of hard work, education, and attitude in her own achievement. It notes the impact of Mrs. Obama's message towards the staff and students as well as those involved in gifted education. It discusses people's attitudes and misconceptions regarding intelligence as innate and various recommendations to support the development of giftedness.