Retaking entrance exams is common in high-stakes selection contexts, yet little is known about how retakes influence cognitive and personality assessments or how individual differences relate to these effects. This study investigates changes in cognitive ability scores (verbal, numerical, and figural) and Big Five personality traits among 261 participants who retook an entrance exam for initial teacher education over two consecutive years. Of these, 105 passed on the first attempt, while 156 failed. t -tests revealed significant gains across all cognitive ability domains, with small effect sizes (0.33 ≤ d ≤ 0.46), and substantial increases in Big Five traits (0.67 ≤ d ≤ 0.92), particularly in emotional stability. Hierarchical multiple regression analyses indicated that age, native language, and agreeableness predicted gains in specific IQ domains, while gender, age, openness, and the outcome of the initial attempt predicted changes in specific Big Five traits. These findings suggest that retaking entrance exams leads to notable changes in personality scores, likely driven by faking tendencies in high-stakes contexts. In contrast, IQ score improvements were modest, primarily reflecting practice effects. The results highlight the need to consider the implications of retesting policies, particularly regarding the validity of personality assessments and fairness for diverse groups.
Barbara Weißenbacher (2026) studied this question.