Other-rated personality and academic performance: Evidence and implications (original) (raw)
Related papers
The Relationships Between Personality Traits and Students’ Academic Achievement
2011
This research aims at studying the relationships between personality traits and academic achievement among students. Participants were 285 students (191 female and 94 male). Instruments used were NEO Big Five Personality Factors and student's GPA. Results revealed personality traits were significantly related to academic achievement.
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 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.
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...
A Meta-Analysis of … 2 Abstract This article reports a meta-analysis of personality-academic performance relationships, based on the Five-Factor Model (FFM), with cumulative sample sizes ranging to over 70,000. Most analyzed studies came from the tertiary level of education, but there were similar aggregate samples from secondary and tertiary education. There was a comparatively smaller sample derived from studies at primary level. Academic performance was found to significantly correlate with Agreeableness, Conscientiousness and Openness to Experience. Where tested, correlations between Conscientiousness and academic performance were largely independent of intelligence. When secondary academic performance was controlled for, Conscientiousness added as much to the prediction of tertiary academic performance as did intelligence. Strong evidence was found for moderators of correlations. Academic level (primary, secondary or tertiary), average age of participant, and the interaction between academic level and age significantly moderated correlations with academic performance. Possible explanations for these moderator effects are discussed and recommendations for future research are provided.
The relationship between personality, approach to learning and academic performance
Personality and Individual Differences, 2004
This study considers the relationship between studentsÕ approaches to learning, as measured by a shortform of Entwistle and TaitÕs (1995) Revised Approaches to Studying Inventory (RASI), the Big Five personality factors, as measured by CattellÕs 16PFi, and the background variables of age, gender and prior educational achievement and academic performance. Subjects were 146 social science undergraduate students at a university in Scotland. Structural equation modelling identifies the Big Five personality factor scores account for between 22.7% and 43.6% of the variance across scores on the three approach to learning dimensions. Four of the Big Five personality factors and the three approach to learning dimensions were found to be poor predictors of academic performance. A linear regression analysis with academic performance as the dependent variable and age, prior educational attainment and conscientiousness as independent variables, accounted for 24.1% of the variance in performance. Our investigation suggests approach to learning is a subset of personality. However, we conclude it makes sense to measure these two groups of variables separately in educational settings.
Personality predicts academic performance: Evidence from two longitudinal university samples
Journal of Research in Personality, 2003
To what extent and which personality traits predict academic performance was investigated in two longitudinal studies of two British university samples. Academic performance was assessed throughout a three years period and via multiple criteria (e.g., exams and final-year project). In addition several indicators of academic behaviour, e.g., absenteeism, essay writing, tutorsÕ exam predictions, were also examined with regard to both academic performance and personality traits. In sample 1 (N ¼ 70), the Big Five personality factors (Costa & McCrae, 1992)-particularly Neuroticism and Conscientiousness-were found to predict overall final exam marks over and above several academic predictors, accounting for more than 10% of unique variance in overall exam marks. Results suggest that Neuroticism may impair academic performance, while Conscientiousness may lead to higher academic achievement. In sample 2 (N ¼ 75) the EPQ-R was used as the personality measure and results showed the three superfactors were the most powerful predictor of academic performance, accounting for nearly 17% of unique variance in overall exam results. It is demonstrated that (like Neuroctisim) Psychoticism could limit academic success. The present results provide evidence supporting the inclusion of well-established personality measures in academic selection procedures, and run counter to the traditional view of ability measures as the exclusive psychometric correlate of academic performance.
A meta-analysis of the five-factor model of personality and academic performance
Psychological Bulletin, 2009
This article reports a meta-analysis of personality-academic performance relationships, based on the Five-Factor Model (FFM), with cumulative sample sizes ranging to over 70,000. Most analyzed studies came from the tertiary level of education, but there were similar aggregate samples from secondary and tertiary education. There was a comparatively smaller sample derived from studies at primary level. Academic performance was found to significantly correlate with Agreeableness, Conscientiousness and Openness to Experience. Where tested, correlations between Conscientiousness and academic performance were largely independent of intelligence. When secondary academic performance was controlled for, Conscientiousness added as much to the prediction of tertiary academic performance as did intelligence. Strong evidence was found for moderators of correlations. Academic level (primary, secondary or tertiary), average age of participant, and the interaction between academic level and age significantly moderated correlations with academic performance. Possible explanations for these moderator effects are discussed and recommendations for future research are provided.
The Big Five personality traits, learning styles, and academic achievement
Personality and Individual Differences, 2011
Personality and learning styles are both likely to play significant roles in influencing academic achievement. College students (308 undergraduates) completed the Five Factor Inventory and the Inventory of Learning Processes and reported their grade point average. Two of the Big Five traits, conscientiousness and agreeableness, were positively related with all four learning styles (synthesis analysis, methodical study, fact retention, and elaborative processing), whereas neuroticism was negatively related with all four learning styles. In addition, extraversion and openness were positively related with elaborative processing. The Big Five together explained 14% of the variance in grade point average (GPA), and learning styles explained an additional 3%, suggesting that both personality traits and learning styles contribute to academic performance. Further, the relationship between openness and GPA was mediated by reflective learning styles (synthesis-analysis and elaborative processing). These latter results suggest that being intellectually curious fully enhances academic performance when students combine this scholarly interest with thoughtful information processing. Implications of these results are discussed in the context of teaching techniques and curriculum design.
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.