The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
Personality traits and academic examination performance
Abstract
British university students (N = 247) completed the NEO‐PI‐R (Costa & McCrae, 1992) personality inventory at the beginning of their course and took several written examinations throughout their three‐year degree. Personality super‐traits (especially Conscientiousness positively, and Extraversion and Neuroticism negatively) were significantly correlated with examination grades and were found to account for around 15% of the variance. Primary traits were also examined and results showed significant correlations between a small number of these traits (notably dutifulness and achievement striving positively, and anxiety and activity negatively) and academic achievement. Furthermore, selected primary personality traits (i.e. achievement striving, self‐discipline, and activity) were found to explain almost 30% of the variance in academic examination performance. It is argued that personality inventory results may represent an important contribution to the prediction of academic success and failure in university (particularly in highly selective and competitive settings). Copyright © 2002 John Wiley & Sons, Ltd.
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Cites
Intelligence, personality, and interests: Evidence for overlapping traits
Ackerman, P. L., & Heggestad, E. D. (1997) · Psychological Bulletin · doi:10.1037/0033-2909.121.2.219 · Cited by 1,829 · cited 4×
“Recent research by Ackerman and Heggestad (1997) has suggested that individual difference variables such as personality, intelligence, and vocational interests can be used to explain not only variance in academic performance, but also the processes by which traits influence examination outcomes.”
BackgroundInfluential(1998) · Perspectives on Individual Differences · doi:10.1007/b109548 · Cited by 1,105
Zeidner, M., & Matthews, G. (2000) · Handbook of Intelligence · doi:10.1017/cbo9780511807947.027 · Cited by 430
Wittmann, W. W., & Süß, H.-M. (2004) · Learning and individual differences: Process, trait, and content determinants. · doi:10.1037/10315-004 · Cited by 139
Cited by
Richardson, M., Abraham, C., & Bond, R. (2012) · Psychological Bulletin · doi:10.1037/a0026838 · Cited by 3,646
A meta-analysis of the five-factor model of personality and academic performance.
Poropat, A. E. (2009) · Psychological Bulletin · doi:10.1037/a0014996 · Cited by 2,729
Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores.
Noftle, E. E., & Robins, R. W. (2007) · Journal of Personality and Social Psychology · doi:10.1037/0022-3514.93.1.116 · Cited by 1,068
Komarraju, M., Karau, S. J., & Schmeck, R. R. (2009) · Learning and Individual Differences · doi:10.1016/j.lindif.2008.07.001 · Cited by 714
Future time perspective: A systematic review and meta-analysis.
Kooij, D. T. A. M., Kanfer, R., Betts, M., & Rudolph, C. W. (2018) · Journal of Applied Psychology · doi:10.1037/apl0000306 · Cited by 573
Metadata
- Authors
- Chamorro‐Premuzic, T., & Furnham, A.
- Venue
- European Journal of Personality
- Publisher
- SAGE Publications
- Published
- 2003-05
- Volume
- 17
- Issue
- 3
- Pages
- 237-250
- ISSN
- 0890-2070 (ISSN-L)
- 1099-0984
- OpenAlex
- W2014175876
- Cited by
- 445
- References
- 4
- FWCI
- 16.98
- Type
- journal article
- Language
- en
- Open access
- closed
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Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
