The main purpose of a person continuing to higher education is to get a desirable job after graduation. But in reality, to get a dream job is not easy. Long journey must be passed, not only after college, but during the learning process in college. Therefore, understanding how the academic and employment succes among undergraduate students is not only crucial for educational institutions to maximize the potential of their students during their education but also help students to prepare as early as possible to achieve success after they graduate. Research has shown that academic and / or employment succes are influenced by intelligence (e.g. Steinmayr & Kessels, 2017; Bergman, Corovic, Ferrer-Wreder, & Modig, 2014; Downey, Lomas, Billings, Hansen, & Stough, 2014; Strenze, 2007; Poropat, 2009; Deary, Strand, Smith, & Fernandes, 2007; Gottfredson, 1997, 2003; Schmidt & Hunter, 2004) , efficacy belief (e.g. Choi, 2005; Galyon et. al., 2012; (Damian, Stoeber, Negru-Subtirica, & Baban, 2016; Schunk, 2001; Schunk & Pajares, 2002) and personality (e.g. Poropat, 2009; Steinmayr & Kessels, 2017; Rikoon et al., 2016; Ivcevic & Brackett, 2014; Downey et. al., 2014; Uysal & Pohlmeier, 2011; Wichert and Pohlmeier, 2010). Therefore, this study intends to examine the interaction between these variables in the success of obtaining employment in undergraduate students.

The role of IQ in academic and employment success has been researched well, although sometimes the results are inconsistent, as well as the role of conscientiousness and efficacy belief. However, previous research emphasizes more on the importance of positive traits in gaining success, while negative traits have not been explored much. This project has identified an area of academic and employment success that has not been investigated up to this point, this is a negative traits effect (dark triad personality) (Paulhus & Williams, 2002) that may affect the dynamics between the variables that have been studied previously. Past investigation about dark triad personality has focused on negative consequences (Jonason, Slomski, & Partyka, 2012; Spain et al., 2014). However, as Judge and LePine (2007) stated, there might also exist bright sides of dark traits (e.g., better performance in negotiations, lower expressed stress and anxiety, and preference for jobs with greater responsibility).

This project is a collaboration of three different types of research so that the results will support each other and expected to be found more comprehensive conclusions. The first project was a prospective design study titled “Predicting employment succes among Indonesian undergraduate students”, the second project was a quasi experimental design study titled “Will they choose me as the employee? : A Quasi-experimental study on the role of dark triad personality traits on employability “, and the third project is expose facto design study tittled ” The role of personality in job promotion “.

In the following pages, the reader will find an overview of the project, followed by discussion of the major concepts, the purpose and the hypotheses of the project, the methods and procedures that are used to investigate the dynamic of constientiousness, efficacy, dark triad personality and intelligence role in academic and employment success.

Overview

At the end of their studies, undergraduate students experience a critical period since they are not only required to complete their studies, but also they must begin to search information about employment after graduation or may choose continuing further studies (Boswell, Zimmerman, & Swider, 2012). Finding a job is complicated and difficult for college graduates and they are at threat to be unemployed (Brown, Cober, Kane, Levy & Shalhoop, 2006). Some obstacles might be faced by young job seekers and might bother their ability to obtain a job (Wanberg, Kanfer, & Rotundo, 1999).

Difficulties finding a job occurs mainly in developing countries, where the availability of employment is not proportional to the number of available labor (Santoso, 2011). Indonesia as one of the countries with the densest population number four in the world, also experienced similar problems. With the number of colleges reaching 4.492 (forlap.dikti.go.id, 2017) and 750.000 university graduates every year (www.harnas.co/2016/11/17/kemenaker-jumlah-pengangguran-sarjana-meningkat) then the competition to get a job becomes very tight.

The difficulty of Indonesian university graduates to get a job domestically is indicated by the increase in the number of educated unemployment Indonesia each year (www.jawapos.com, 2017). Based on data from the Indonesian Central Statistics Agency the number of unemployed with undergraduate education background increase (BPS, 2016). In the year of 2014, the number of unemployed undergraduates were 398,298 people, rising to 565,402 people in 2015, and increasing to 695,304 in 2016 (BPS, 2016). Ironically, the number of unemployed undergraduates was recorded higher than the number of unemployed with below-average level of education, 249,362 people in 2016 (BPS, 2016).

Another fact noted, the period to get a job also varies (Putranto & Mashuri, 2008), the average bachelor graduate gets the first job after four a months until two years after graduation (Putranto & Mashuri, 2008). The first type of graduates’ most dominant occupations are school private teachers, private employees and parttime teaching / tentor (Muhson, Wahyuni, & Mulyani, 2012). The average salary of Indonesian workers varies depending on the regions and companies. For undergraduate students without experience, government determines monthly salary Rp. 2.456.700,00 for civil cervant (Menpan, 2017), and the average salary regardless the job type Rp. 1.520.100,00 (BPS, 2017). The amount of salary is very minimal when compared with the standard of living for one person which have ranged between Rp. 1.337.645,00 to Rp.3.355.750,00 (depending on the region) (UMP, 2017).

As a result, there are unanswered questions. What factors are involved in the process to employment succes? Is successful getting a job influenced by academic success? Is successful getting a job influenced by other factors?

Literature Review : Factors Affecting Academic and Employment Success

Intelligence, Academic and Employment Succes

Intelligence has been proven as an important predictor ofacademic succes (e.g. (Steinmayr & Kessels, 2017; Bergman, Corovic, Ferrer-Wreder, & Modig, 2014; Downey, Lomas, Billings, Hansen, & Stough, 2014; Neisser & Others, 1995; Walberg, 1984; Strenze, 2007; Poropat, 2009; Deary, Strand, Smith, & Fernandes, 2007) ‘‘Intelligence is not the amount of information people know, but their ability to recognize, acquire, organize, update, select, and apply it effectively. In educational contexts, these complex mental behaviors are referred to as higher thinking skills’’ (Gottfredson, 1997, p. 93). High intelligence were describe as higher level abilities (such as abstract reasoning, mental representation, problem solving, and decision making), ability to learn, and adaptation to meet the demands of the environment effectively (Sternberg, 1997).

Intelligence Quotient (IQ) is highly correlated with school achievement and having a high IQ adequately intensify the opportunity to achieved a high education (Bergman, Corovic, Ferrer-Wreder, & Modig, 2014). Academic achievement demonstrated positive associations with intelligence 0.31 (Steinmayr & Kessels, 2017). Downey et. al, (2014) pointed out that IQ score correlates with the academic performance (GPA) of 0.46 and that variation in GPA was accounted for by IQ (21.8%). As well as Downey’s research, the strongest observed relationship with GPA was with IQ scores and explained over 20% of the variance in GPA scores (Neisser & Others, 1995). Walberg and his colleagues, in a survey of close to 3000 empirical studies, conclude that IQ emerged as the most powerful determinant among dozens of factors examined to academic achievement with an average correlation of .71 (Walberg, 1984). The meta-analysis by Strenze (2007) also found intelligence and educational succes have correlation of 0.56. Poropat (2009) found a small to medium association between intelligence and GPA, whereas intelligence and standardized scholastic performance tests were found to be very highly correlated (Deary et al., 2007).

As important as in educational achievement, some studies indicate the predictive ability of IQ to employment succes. Although sometimes intelligence was claimed has no relationship to important real-life outcomes (for review of such claims, see Barrett & Depinet, 1991), the scientific research leaves evidence that IQ tests score correlated with better education, prestigious occupations, and higher incomes (Gottfredson, 1997, 2003; Schmidt & Hunter, 2004).

Some research consider the relationship between IQ and employment succes is indirect (Reily & Warech, 1993). Many employers screen job applicants based on a minimum GPA threshold, or consider grades as a heavily weighted criterion when analyzing resumes (Reilly & Warech, 1993). The correlations of academic performance with education (p=.53) and occupation (p=.37) verified that academic performance is a substansial predictor of educational and employment success (Strenze, 2007). H

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Overview

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Intelligence, Academic and Employment Succes

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