A meta-analysis of the five-factor model of personality and academic performance.

Poropat, Arthur Eugene

doi:10.1037/a0014996

Cited by 2,014 publications

(2,263 citation statements)

References 186 publications

(221 reference statements)

Supporting

159

Mentioning

1,946

Contrasting

Unclassified

122

Order By: Relevance

“…On a more concrete level, there are contexts in which certain personality dimensions are regarded as more favorable than others. For example, in academic contexts, agreeableness, conscientiousness, and openness are important dimensions (Poropat, 2009). A young academic with a look that doesn't signal agreeableness, conscientiousness, and openness might be discriminated against due to his or her facial appearance.…”

Section: Changing the Personality Of A Facementioning

confidence: 99%

Changing the personality of a face: Perceived Big Two and Big Five personality factors modeled in real photographs.

Walker

Vetter

2016

Journal of Personality and Social Psychology

104

151

View full text Add to dashboard Cite

General, spontaneous evaluations of strangers based on their faces have been shown to reflect judgments of these persons’ intention and ability to harm. These evaluations can be mapped onto a 2D space defined by the dimensions trustworthiness (intention) and dominance (ability). Here we go beyond general evaluations and focus on more specific personality judgments derived from the Big Two and Big Five personality concepts. In particular, we investigate whether Big Two/Big Five personality judgments can be mapped onto the 2D space defined by the dimensions trustworthiness and dominance. Results indicate that judgments of the Big Two personality dimensions almost perfectly map onto the 2D space. In contrast, at least 3 of the Big Five dimensions (i.e., neuroticism, extraversion, and conscientiousness) go beyond the 2D space, indicating that additional dimensions are necessary to describe more specific face-based personality judgments accurately. Building on this evidence, we model the Big Two/Big Five personality dimensions in real facial photographs. Results from 2 validation studies show that the Big Two/Big Five are perceived reliably across different samples of faces and participants. Moreover, results reveal that participants differentiate reliably between the different Big Two/Big Five dimensions. Importantly, this high level of agreement and differentiation in personality judgments from faces likely creates a subjective reality which may have serious consequences for those being perceived—notably, these consequences ensue because the subjective reality is socially shared, irrespective of the judgments’ validity. The methodological approach introduced here might prove useful in various psychological disciplines.

show abstract

Section: Changing the Personality Of A Facementioning

confidence: 99%

Changing the personality of a face: Perceived Big Two and Big Five personality factors modeled in real photographs.

Walker

Vetter

2016

Journal of Personality and Social Psychology

104

151

View full text Add to dashboard Cite

show abstract

“…To date, extroversion has not been shown to be a strong influence on academic performance, 27 but there is little data specific to cooperative learning environments. This study did not find a notable difference between introverts and extroverts in course performance.…”

Section: Discussionmentioning

confidence: 99%

An Exploratory Analysis of Personality, Attitudes, and Study Skills on the Learning Curve within a Team-based Learning Environment

Persky

Henry

Campbell

2015

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective. To examine factors that determine the interindividual variability of learning within a teambased learning environment. Methods. Students in a pharmacokinetics course were given 4 interim, low-stakes cumulative assessments throughout the semester and a cumulative final examination. Students' Myers-Briggs personality type was assessed, as well as their study skills, motivations, and attitudes towards team-learning. A latent curve model (LCM) was applied and various covariates were assessed to improve the regression model. Results. A quadratic LCM was applied for the first 4 assessments to predict final examination performance. None of the covariates examined significantly impacted the regression model fit except metacognitive self-regulation, which explained some of the variability in the rate of learning. There were some correlations between personality type and attitudes towards team learning, with introverts having a lower opinion of team-learning than extroverts. Conclusion. The LCM could readily describe the learning curve. Extroverted and introverted personality types had the same learning performance even though preference for team-learning was lower in introverts. Other personality traits, study skills, or practice did not significantly contribute to the learning variability in this course.

show abstract

“…Conscientious students are characterised by their orderly and precise schoolwork, which leads to better academic achievement (Poropat, 2009). Conscientiousness remains to be a significant predictor of achievement also after controlling for intelligence (Bratko, Chamorro-Premuzic, & Saks, 2006;Di Fabio & Busoni, 2007) or previous knowledge (Poropat, 2009;Trautwein, Lüdtke, Roberts, Schnyder, & Niggli, 2009).…”

Section: Personality Traits and Academic Achievementmentioning

confidence: 99%

“…Some studies show negative impact of neuroticism on school achievement in high school (Laidra, Pullamann, & Allik, 2007;Chamorro-Premuzic & Furnham, 2003), while meta-analytic studies in general did not confirm this connection (Poropat, 2009). The research results on the relations between openness to experience and achievement are not consistent either.…”

Section: Personality Traits and Academic Achievementmentioning

confidence: 99%

The Role of Personality and Subject-Specific Motivation in Students' Achievement in Math and Mother Tongue

Pečjak

Pirc

Peklaj

2016

Drustvena istrazivanja

View full text Add to dashboard Cite

The aim of the study was to examine and to compare the relationships of different personality traits, subject-specific motivational dimensions and students' achievement in math and mother tongue in general upper secondary education, as well as how these variables predict their achievement. A total of 397 students attending the first year of general upper secondary education in Slovenia participated in the study. Different measures were used to assess students' personality traits, subject-specific interest, self-efficacy, volitional strategies and final grades in math and mother tongue. The results of the research showed different patterns of achievement predictors in both subjects and differences in the predictive power of included variables according to subjects. The included variables predicted 18% of variance in the Slovene language and 31% of variance in math. In both subjects, achievement was significantly positively predicted by self-efficacy and interest, and significantly negatively predicted by energy and procrastination. In math, agreeableness was also found as a significant negative predictor, and in Slovene language conscientiousness and immediate action were found as positive predictors of students' achievement. Implications of the study's findings are also discussed.

show abstract

A meta-analysis of the five-factor model of personality and academic performance.

Cited by 2,014 publications

References 186 publications

Changing the personality of a face: Perceived Big Two and Big Five personality factors modeled in real photographs.

Changing the personality of a face: Perceived Big Two and Big Five personality factors modeled in real photographs.

An Exploratory Analysis of Personality, Attitudes, and Study Skills on the Learning Curve within a Team-based Learning Environment

The Role of Personality and Subject-Specific Motivation in Students' Achievement in Math and Mother Tongue

Contact Info

Product

Resources

About