Big Five personality traits and academic performance: A meta‐analysis

Abstract

Academic performance is deemed of critical importance for career paths, individual life trajectories, and lifelong success. It is also considered valuable as a societal outcome. Students who demonstrate positive academic outcomes tend to have better health and overall well-being and are remunerated significantly above their counterparts who fail to perform well at school (Organization for Economic Cooperation and Development [OECD], 2016).A substantial body of research has investigated factors contributing to academic performance. It has been well documented that cognitive resources such as general cognitive ability are among the best predictors of academic performance (Laidra et al., 2007). There is also a strong and growing interest on the role of non-cognitive factors in accounting for individual differences in academic performance (MacCann et al., 2019). One of the non-cognitive factors that have been systematically related to academic performance is personality (Richardson et al., 2012). With

The Cognitive-Affective-Motivation Model of Learning (CAMML): Standing on the Shoulders of Giants

“…The model in Figure 1 presents the hypothesized link between the affective and conative constructs of motivation and self-regulated learning (SRL or volition). The distalto-proximal learning influence link between affective (personality) and conative constructs (motivation and SRL) is mediated primarily by the Big 5 personality traits of Openness to Experience (O) and Conscientiousness (C) (Hübner et al, 2021;Mammadov, 2021) and 8 of 17 social-emotional facets. 7 The affective→conative bridge portrayed in Figure 1, which indicates that personality trait effects are transmitted or mediated through the more proximal conative characteristics, is grounded in multiple sources of research (Burrus & Brenneman, 2016;Corno et al, 2002;Hübner et al, 2021;Lipnevich et al, 2016;Mammadov, 2021;Poropat, 2009;Vedel, 2014).…”

Analysis of the Pre-Service Teachers’ Academic Stress Based on Their Self-Concept and Personality

“…This relationship confirms how different personality traits have a direct impact on student performance, which leads to an increase in academic stress. It also focuses on the need to teach university students skills that allow them to self-regulate and work on their personality strengths [36].…”

University Teacher Students’ Learning in Times of COVID-19

“…Indeed, the significantly higher openness to experience, agreeableness, and conscientiousness scores of the group surveyed after switching to distance learning provide useful insights in this regard (see Section 3.1.2). In previous empirical studies, conscientiousness and openness to experience in particular were repeatedly considered to be helpful regarding successful studying [109][110][111][112][113][114][115]. Higher scores on these dimensions could therefore be interpreted as indicators of a positive psychosocial adaptation that the group surveyed after switching to distance learning performed to constructively cope with the new demands and strains on behalf of their teacher training [109][110][111][112][113][114][115].…”

“…In previous empirical studies, conscientiousness and openness to experience in particular were repeatedly considered to be helpful regarding successful studying [109][110][111][112][113][114][115]. Higher scores on these dimensions could therefore be interpreted as indicators of a positive psychosocial adaptation that the group surveyed after switching to distance learning performed to constructively cope with the new demands and strains on behalf of their teacher training [109][110][111][112][113][114][115]. This possibility would be consistent with our finding that the respective scores tended towards lower values again as the pandemic situation eased off in 2021 (see Figures 3-5).…”