ReviewBehavioral sciences (Basel, Switzerland)2025
Personality, Intelligence, and Second Language Learning Success: A Systematic Review.
Review in Behavioral sciences (Basel, Switzerland), 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed, 1 synthesis or guideline pooled it.
- Working memory in technology-enhanced language learning: a systematic review from interactive to AI-mediated contexts.Frontiers in psychology · 2026Pooled it
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
1 author.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This paper discusses the interrelation between personality and intelligence in acquiring a second language (L2). From 13 studies and the available literature, it determines that extraversion, openness, and conscientiousness, as well as subdomains of emotional intelligence (well-being, empathy, and sociability) are important in predicting L2 motivation, perseverance, and achievement. The interpretation also outlines L2-specific trait emotional intelligence (TEI) and cultural intelligence as the key factors explaining why learning may be consistent with various measures other than general variables. Furthermore, it elaborates on how self-control, perseverance, and mindset assist in coping with language learning anxiety and promoting greater engagement with language learning. However, there are some limitations to this study, focusing on cross-sectional data and the homogeneity of the learner population. Therefore, follow-up work should take into account a longitudinal approach, examine the role of IPAs in learning L2, and move towards integrative perspectives in which the dispersive connections between traits of personality and intelligence and L2 proficiency would be adequately captured.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.