{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,1]],"date-time":"2026-05-01T05:11:32Z","timestamp":1777612292563,"version":"3.51.4"},"reference-count":70,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2019,5,7]],"date-time":"2019-05-07T00:00:00Z","timestamp":1557187200000},"content-version":"vor","delay-in-days":0,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["Journal of Personality"],"published-print":{"date-parts":[[2020,4]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:sec><jats:title>Objective<\/jats:title><jats:p>In a longitudinal field study, we investigated the predictive associations between six aberrant personality tendencies (schizotypal, avoidant, borderline, antisocial, narcissistic, obsessive\u2010compulsive) and academic success of science, technology, engineering, and mathematics students.<\/jats:p><\/jats:sec><jats:sec><jats:title>Method<\/jats:title><jats:p>Bachelor students of Industrial Engineering at a Dutch technical university (<jats:italic>N<\/jats:italic>\u00a0=\u00a0432, <jats:italic>M<\/jats:italic><jats:sub>age<\/jats:sub>\u00a0=\u00a018.45; 87.3% male) filled out the NEO\u2010PI\u2010R and aberrant tendencies were operationalized by the five\u2010factor model (FFM) compound technique. Indicators of academic achievement (grades) and persistence (credit points earned per year, re\u2010enrollment, study duration) were made available by the academic office.<\/jats:p><\/jats:sec><jats:sec><jats:title>Results<\/jats:title><jats:p>Validities across the 3\u00a0years of the study program consistently support the role of two aberrant tendencies: Individuals with high antisocial tendency reached lower academic achievement, took longer to finish their study, and had a higher risk of dropout. The obsessive\u2010compulsive tendency was associated with higher grade\u2010point average, faster study progress, and higher retention rates and effects were still visible while controlling for known predictors (high school grades, Conscientiousness). Contrary to our expectations, we found no evidence for inverted <jats:italic>U<\/jats:italic>\u2010shaped relationships.<\/jats:p><\/jats:sec><jats:sec><jats:title>Conclusions<\/jats:title><jats:p>We used the compound technique for aberrant tendencies based on the FFM in the academic context and our findings support the importance of personality\u2010based psychopathological tendencies for academic success.<\/jats:p><\/jats:sec>","DOI":"10.1111\/jopy.12479","type":"journal-article","created":{"date-parts":[[2019,4,15]],"date-time":"2019-04-15T08:20:57Z","timestamp":1555316457000},"page":"201-216","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":4,"title":["Aberrant personality tendencies and academic success throughout engineering education"],"prefix":"10.1111","volume":"88","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-6086-7832","authenticated-orcid":false,"given":"Tanja","family":"Bipp","sequence":"first","affiliation":[{"name":"Department of Psychology University of W\u00fcrzburg W\u00fcrzburg Germany"},{"name":"Department of Industrial Engineering &amp; Innovation Sciences Eindhoven University of Technology Eindhoven The Netherlands"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Ad","family":"Kleingeld","sequence":"additional","affiliation":[{"name":"Department of Industrial Engineering &amp; Innovation Sciences Eindhoven University of Technology Eindhoven The Netherlands"}],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Chris","family":"Snijders","sequence":"additional","affiliation":[{"name":"Department of Industrial Engineering &amp; Innovation Sciences Eindhoven University of Technology Eindhoven The Netherlands"}],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2019,5,7]]},"reference":[{"key":"e_1_2_8_2_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.schres.2008.05.007"},{"key":"e_1_2_8_3_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0028496"},{"key":"e_1_2_8_4_1","doi-asserted-by":"publisher","DOI":"10.1177\/0013164487472002"},{"key":"e_1_2_8_5_1","doi-asserted-by":"publisher","DOI":"10.1037\/0021-843X.113.2.279"},{"key":"e_1_2_8_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1468-2389.2007.00384.x"},{"key":"e_1_2_8_7_1","doi-asserted-by":"publisher","DOI":"10.1521\/pedi.1994.8.3.240"},{"key":"e_1_2_8_8_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.jvb.2007.09.003"},{"key":"e_1_2_8_9_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.paid.2010.10.006"},{"key":"e_1_2_8_10_1","doi-asserted-by":"publisher","DOI":"10.1177\/1094428115579699"},{"key":"e_1_2_8_11_1","doi-asserted-by":"publisher","DOI":"10.4324\/9781410612533"},{"key":"e_1_2_8_12_1","volume-title":"STEM attrition: College students\u2019 paths into and out of STEM fields (NCES 2014\u2013001)","author":"Chen X.","year":"2013"},{"key":"e_1_2_8_13_1","doi-asserted-by":"publisher","DOI":"10.1080\/08959285.2013.854367"},{"key":"e_1_2_8_14_1","volume-title":"Revised NEO personality inventory (NEO\u2010PI\u2010R) and NEO five\u2010factor inventory (NEO\u2010FFI). 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