Abstract
The present study aimed to examine the joint effects of interests and openness on scholastic performance in Mathematics and English, in a sample of N = 823 Chinese secondary school students (403 girls, 420 boys; Mage = 15.35 years, SD = 1.31). Moreover, this study tested the interplay between fluid intelligence, openness, and interests in predicting scholastic performance. Latent moderated equation analyses revealed that learning can be facilitated by openness, matching interests, and fluid intelligence. Moreover, openness can compensate interests, and fluid intelligence can compensate openness (and vice versa) in predicting scholastic performance, generally supporting and enlarging the ideas presented in the Openness-Fluid-Crystallized-Intelligence model (Ziegler, Danay, Heene, Asendorpf, & Bühner, 2012).
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