The Relationships Between Personality Traits and Students’ Academic Achievement (original) (raw)
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Personality as Predictors of Academic Achievement among University Students
International Journal of Indian Psychology
There are various factors which contribute to academic success. Personality is one of those which are very important in determining the academic success. With the advancement of science and technology, we are more inclined towards bad living styles so does influence our personality as well. Academic achievement is defined as one’s capability to achieve success by utilizing skills. It is considered as means of excellence to achieve success in one’s life. The paper intends to investigate different personality dimensions as predictors of academic achievement. Personality can be defined as a collection of emotional, thought and behavioral patterns that are unique to each person and stable over time. NEO- five factor inventory was administered to collect data among the respondents. A sample of 60 students including male and female was taken for the study. Step wise regression was applied to analyze the data. This study will help in determining the dimensions those results in academic suc...
Relationship Between Personality Traits and Academic Achievement of School Students
United International Journal for Research & Technology (UIJRT), 2021
This study explored HEXACO personality traits and the prediction of academic achievement through personality traits and demographic variables. This study also explored gender differences in personality traits and academic achievement. The sample comprised 377 school-going students. HEXACO–PI was used to measure the personality traits of students. Self-reported GPA was collected from the students to measure academic achievement. The results showed significant gender differences in the E trait only. Academic achievement did not differ significantly for gender. Results showed that X and C traits showed a significant correlation with academic achievement. Further, 23.1% of the variation in academic achievement was predicted by the combined effect of personality traits and demographic variables. Further, extraversion and conscientiousness were the significant independent predictors of academic achievement. Thus, personality traits should be considered to improve students’ academic achievement.
Personality Traits and Academic Achievement among College Students
This study aims to determine the significant difference between high and low achievers on 16 personality traits factors. Among a sample of 200 adolescents (100 high achiever and 100 low achiever) studying in B.A part-Iwere selectedby stratified random technique from different colleges located in Ranchi.16 personality factor questionnaires were administered to measure the dimensions of personality traits of both the groups. Data was analyzed by using means, standard deviations and t test. Result revealed that high achievers had unique personality profile than low achievers.
IJMRAP, 2022
This study delved on the Personality Traits as Predictors of Academic Achievement among Junior College Students of Basilan State College. A total of seventy (70) student respondents participated in the study drawn using the purposive quota sampling technique. In obtaining data, the standardized Sixteen Personality Factor Questionnaire (16 PF) and the Grade Point Average of the student respondents in four subject areas, Mathematics, Science, English, and Social Science were utilized. Results showed that: the students were found to have the following personality traits; (1) less intelligent; (2) affected by feelings; (3) practical; (5) shrewd; and (6) apprehensive; the student's adjectival rating for the academic achievement in Mathematics, Science, English, and Social Science is GOOD; three (3) personality traits for the academic contribute to the variance of the students grades in Mathematics and these are Factors 1 (Tenderminded), Factor M (Imaginative) and Factor Q3 (Controlled); there is a significant difference in the personality traits of the students based on the variable Age. The meaningful difference existed in Factor N between Age brackets of (19 and 21) and (21 and 22); there is a significant difference in the personality traits of the student's respondents based on the variable Gender. The significant difference between male and female students existed in nine (9) factors: Factor A (reserved), B (less intelligent), C (affected by feelings), F (sober), H (shy), M (practical), O (placid), Q2 (group-dependent), and Q4 (relaxed); there is no significant difference in the personality traits based on the variable Socioeconomic Status; and there is a significant relationship in the students' academic achievement between and among the following subject areas: (1) Mathematics and Science; (2) Mathematics and English; (3) Science and English; (4) English and Social Science.
The Unpacked Influence of Personality Traits on Personal and Academic Attributes Among Students
Article, 2024
Individual differences have a great significance in learning and educational practice. The present study primarily inspected the relationship among personality traits, academic self efficacy, academic self-concept, satisfaction with life and meaning in life among students. Moreover, this research also examines the impact of personality traits (extrovert, agreeableness, conscientiousness, emotional stable, openness to experience) on academic self-concept in male and female students. Students from different Universities of Islamabad were engaged (N=130). Purposive sampling technique was implemented for data collection and five scales were used to measure the study variables. The findings revealed that Extrovert and Agreeableness were positively significant with academic self-efficacy, academic self-concept, satisfaction with life and meaning in life. The findings also shown that Conscientiousness and Emotional stable were positively significant associated with academic self-concept. Theses analysis displayed that Openness to experience was positively significant linked to academic self-concept. Academic self-concept has significantly positive related to meaning in life. Satisfaction with life has significantly positive correlation with meaning in life. Further, results revealed that Emotional stable was negatively significant predicting to academic self-concept (β=-.33, p > .01) in male students. Likewise, the finding also revealed that this trait of personality was negatively nonsignificant predicting to academic self-concept (β=-.12, n.s) in female students. Openness to experience was positively non-significant predicting to academic self-concept (β= .09, n.s) in male students. On other hand, findings revealed that this trait was negatively significant predicting to academic self-concept (β=-.32, p > .01) in females students. Study analysis also revealed that Conscientiousness was negatively non-significant predicting to academic self concept (β=-.207, n.s) in female students. However, results displayed that this trait of the personality was positively significant predicting to academic self-concept (β=.309, p > .01) in male students. This study would be helpful in educational environment to inspire and cherish students’ motivation and achievement, particularly related to the personality traits involved in the cognitive performance in terms of academic achievement, self-efficacy and self-concept.
The Study of the Relationship between Personality and Academic Performance
Procedia - Social and Behavioral Sciences, 2013
Research showed that there are also non-cognitive factors responsible for high academic performance. Personality is now a relevant factor studied in relationship with academic performance. The study aims to identify the relationship between personality and academic performance using 80 participants aged between 22 and 28 who graduated university. We used EPQ to measure Neuroticism, Extraversion, Psychoticism; MBTI for the level of organization during activities and Rosenberg`s Self-Esteem Scale. Academic performance was evaluated by the final project grade and by the overall grade of the last academic year. Accurate identification of individual differences in academic performance has serious implications for education.
PERSONALITY TRAITS AND ACADEMIC ACHIEVEMENT: A COMPARATIVE EVALUATION FOR HIGH AND LOW ACHIEVERS
zenith
Academic achievement is a very important factor to judge one's inner potentials and capacities. It may depend upon the personality of a student. This study aims to determine the significant difference between high and low achievers specific to gender on personality traits factors (A, B, Q2, Q3 and Q4). Among a sample of 288 adolescents studying in the government and Private high schools of Bihar in India are selected randomly and tested by the high school personality questionnaire (HSPQ) developed by Cattelle et.al. Researcher took 50 questions according to the personality traits. The results indicate that high achievers are schizothymic, high mental scholastic capacity and self-sufficient type. It is found that girls having high academic achievement than the boys and have more positive personality traits as well as shows greater sensitivity to self-concept, self disciplined and self-image. On the basis of result it can be concluded that the students having positive personality traits can achieve better. It may be recommended that parents and teachers should create positive environment around the students since their childhood, so that positive personality could develop in the students.
A Study on the Big Five Personality Dimensions Effect on University Students Academic Performance
This study was conducted to determine how Big Five personality traits influence students' academic performance in Sri Lankan students in private higher educational institutes. Personality trait of five dimensions that are used to describe human character and their behavior. Grade Point Average (GPA) of the semester considered as academic performance. 200 students were participated to this study. The collected data was analyzed by using Discriminant Analysis. To carry out Discriminant Analysis two equal group were formed; GPA below 2.00 and above 2.00 and sample size reduced to 116. The results shows that out of all five traits neuroticism shown as a significant predictor of academic achievement. In addition it is revealed that conscientious became the next strongest predictor variable followed by extraversion, openness to experience and agreeableness. Conscientiousness shows a positive relationship with both group of students' academic achievement while all other four personality traits were found to be negatively associated with academic performance of the both group.
Personality Characteristics as Predictors of Academic Performance of Secondary School Students
Mediterranean Journal of Social Sciences, 2013
The purpose of this study was to investigate the relationship of personality characteristics to academic performance of secondary school students. The correlational type of descriptive reseach design was used for the study. Three hundred and ninety eight students constituted the study's sample. Both the independent and dependent variables were measured with relevant standardized instruments. Two research questions were answered in the study. Findings showed that personality dimentions jointly and relatively predicted academic performance except neuroticism. The findings imply that teachers should construct learning environments that take into consideration students' individual differences and strengths. Appropriate counselling interventions should be used to assist students experiencing worry, anxiety, frustration and stress to deal with their concerns.
Does General and Specific Traits of Personality Predict Students’ Academic Performance?
BioMed Research International
Background and Objectives. This study examines whether personality profiles, personality factors, or clusters of personality factors are associated with academic success. Methods. The study includes all fifth-year dental students registered at the College of Dentistry, Ajman University, in 2019/2020. One hundred and seventy students were invited to complete personality and performance measures using the Big Five Inventory (BFI) scale; the weighted grade point average (GPA) was used to assess students’ academic performance. Results. Of the 170 participants, 60% were female and 40% were male. Participants ranged in age from twenty-four to twenty-seven years, with an average age of twenty-four years. There was a relationship between personality scores obtained for the students and their subsequent academic performance. The broad conscientiousness, competence, achievement, and dutifulness predicted academic and clinical success. The prediction accuracy of conscientiousness was improved ...