Personality traits and academic examination performance

2003 ◽  
Vol 17 (3) ◽  
pp. 237-250 ◽  
Author(s):  
Tomas Chamorro‐Premuzic ◽  
Adrian Furnham
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
University Students ◽  
Personality Traits ◽  
Personality Inventory ◽  
Examination Performance

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.

Associations of Neuroticism and Introversion with Academic Achievement

1995 ◽  
Vol 77 (1) ◽  
pp. 265-266 ◽  
Author(s):  
Tuntufye S. Mwamwenda
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
South African ◽  
Personality Inventory ◽  
First Year ◽  
Eysenck Personality Inventory ◽  
Relationship Of ◽  
The Relationship

The relationship of academic achievement or grades with Eysenck Personality Inventory scores on Neuroticism and Introversion was examined. Contrary to theoretical expectations and previous studies, no significant differences among means were observed for 118 first-year South African university students (78 women and 40 men) whose mean ages were 29 yr. (women) and 28.8 yr. (men).

scholarly journals Perceived social support as a predictor of academic success in Spanish university students

2019 ◽  
Vol 36 (1) ◽  
pp. 134-142 ◽  
Author(s):  
Carolina Tinajero ◽  
Zeltia Martínez-López ◽  
M. Soledad Rodríguez ◽  
M. Fernanda Páramo
Keyword(s):  
Social Support ◽  
Academic Achievement ◽  
Academic Success ◽  
University Students ◽  
Emerging Adults ◽  
Perceived Social Support ◽  
Academic Failure ◽  
Apoyo Social ◽  
Academic Year ◽  
Estudiantes Universitarios

El apoyo social percibido es considerado un factor clave para la reducción del riesgo de estrés psicológico, fracaso académico y abandono de los estudios universitarios; sin embargo, la investigación relativa al modo en que el apoyo social puede incidir en el rendimiento académico de los estudiantes universitarios es escasa. El presente estudio examina la relación de diferentes provisiones y fuentes de apoyo social con el rendimiento académico de estudiantes universitarios españoles, en su primer y tercer curso. La muestra estaba compuesta por 219 adultos emergentes, 149 mujeres y 70 hombres, con una edad media de 18.01 años (SD= 0.46), matriculados en distintas titulaciones de una universidad pública española. Los datos se recabaron durante el primer año académico (tiempo 1) y de nuevo en el tercer año (tiempo 2). Los análisis de regresión realizados  mostraron que diferentes dimensiones del apoyo social percibido predecían el éxito académico en el intervalo de dos años. Los resultados del estudio podrían servir para mejorar programas y políticas dirigidas a promover el ajuste y rendimiento académico de los estudiantes. Perceived social support is considered a key factor for reducing the risk of psychological distress, academic failure and student withdrawal from university; however, research concerning how social support may influence academic performance in undergraduate students is scarce. This study aimed to examine the relation of different provisions and sources of perceived social support with academic achievement of Spanish university students in their first and third year. The sample consisted of 219 emerging adults, 149 women and 70 men, of average age 18.01 years (SD= 0.46), enrolled on different degree courses at a public Spanish university. Data were collected during the first academic year (time 1) and again during the third academic year (time 2). Regression analysis of the data showed that different dimensions of social support predicted academic success throughout a period of two years. The study findings could be used to help university counsellors and administrators refine programmes and policies aimed at enhancing students’ adjustment and academic achievement.

scholarly journals Is There an Association between Health Risk Behaviours and Academic Achievement among University Students?

2021 ◽  
Vol 18 (16) ◽  
pp. 8314
Author(s):  
Catriona Kar Yuen Ong ◽  
Melinda J. Hutchesson ◽  
Amanda J. Patterson ◽  
Megan C. Whatnall
Keyword(s):  
Risk Factors ◽  
Academic Achievement ◽  
Academic Success ◽  
Alcohol Consumption ◽  
University Students ◽  
Health Risk ◽  
Sitting Time ◽  
Risk Behaviours ◽  
Grade Point ◽  
Health Risk Behaviours

University students have high rates of health risk behaviours, and these may be predictive of academic success. This cross-sectional study aimed to determine the association between individual and multiple health risk behaviours and academic achievement in a sample of Australian university students. Data from the University of Newcastle Student Healthy Lifestyle Survey 2019 were used. Health risk behaviours (diet, physical activity, sitting time, sleep, alcohol consumption, smoking) were assessed, and total number of risk factors calculated. Academic achievement was assessed using self-reported grade point average (GPA). The association between health risk behaviours and GPA was explored using linear regression, adjusted for socio-demographic and student characteristics. The sample included 1543 students (mean age 25.0 ± 7.9 years, 70.6% female). Lower GPA was associated with not meeting fruit consumption recommendations (β = −0.203), consuming >1 cup of soft drink/week (β = −0.307), having takeaway foods ≥1 time/week (β = −0.130), not consuming breakfast daily (β = −0.261), not meeting sleep recommendations (β = −0.163), exceeding single occasion alcohol consumption risk (β = −0.277), smoking (β = −0.393), and having a higher number of risk factors (β = −0.105). This study identified modest associations between GPA and health risk behaviours, suggesting that further research is warranted into whether strategies to improve university students’ health could modestly improve their academic achievement.

scholarly journals To What Factors do University Students Attribute Their Academic Success?

2021 ◽  
Vol 14 (1) ◽  
pp. 1-8
Author(s):  
Blanca Elba García y García
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
University Students ◽  
Attribution Theory ◽  
Causal Attributions ◽  
Female Students ◽  
Male Students ◽  
Male And Female ◽  
Undergraduate University Students ◽  
Scholastic Success

This study explores the attributions to which undergraduate university students ascribe academic achievement. Attribution theory was used as a means to understand scholastic success-failure. The questions that guided the study were the following: What are the causal attributions that predominate in students' academic achievement? Is there a difference between male and female students? Is there a difference if average grades and the number of failed subjects, factored as benchmarks of academic achievement, are considered? Do the measured attributions have any weight when predicting students’ grades? A Likert scale measuring eight different attributions of academic achievement was applied to 165 students. The results showed that the most important attribution for academic achievement was intelligence. Sex-related differences were found in two attributes: calm and effort. In general, students with four failed subjects were those with the lowest averages measured in attributions. The variables that predicted good grades for male students were effort and good teachers, for female students, a liking for teachers, luck, and attention.

The Link between Anxiety and Academic Achievement among University Students of the Teacher Training Programmes

2019 ◽  
Vol 9 (3) ◽  
pp. 7-22
Author(s):  
Lucie Křeménková ◽  
Michaela Pugnerová ◽  
Simona Dobešová Cakirpaloglu
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Teacher Training ◽  
University Students ◽  
Undergraduate Students ◽  
Pearson Correlation ◽  
The Subject ◽  
Pearson Correlation Analysis ◽  
Training Programmes ◽  
The Impact

The topic of academic success is the subject of study in many different contexts, and it is increasingly becoming part of numerous professional discussions. So far, there have been described several factors, one of which is anxiety, whether in the form of the currently-experienced state or the personality trait. Although it appears that anxiety affects academic success negatively, this issue is not sufficiently explored in the Czech universities. The study aimed to analyze the impact of anxiety on individual aspects of academic success and to verify the possible practical applicability of this knowledge in the context of the concept of supporting academic success among university students of the teacher training programmes. Data collection was carried out using two methods: the self-constructed questionnaire of academic achievement and the State-Trait Anxiety Inventory, Trait version (STAI-T, Spielberger, 1983). The research sample consisted of 411 undergraduate students (average age 24.68, SD = 6.26, range 19-54), out of which 76 were men and 335 women. We used the following statistical methods for data processing: Pearson correlation analysis and regression analysis. The results showed that higher rates of anxiety are associated with the worst grade in the last winter semester and throughout the study, and that a lower degree of anxiety is associated with a better ability to organize the time for study, greater involvement in other activities related to study, the ability to fit among the classmates, adapting to study life, and also improving the ability to handle the overall demands of learning.

scholarly journals Metacognitive Reading and Study Strategies and Academic Achievement of University Students With and Without a History of Reading Difficulties

2016 ◽  
Vol 50 (1) ◽  
pp. 81-94 ◽  
Author(s):  
Bradley W. Bergey ◽  
S. Hélène Deacon ◽  
Rauno K. Parrila
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
University Students ◽  
Word Reading ◽  
Reading Difficulties ◽  
Study Strategies ◽  
History Of Reading ◽  
Academic Risk ◽  
Study Strategy ◽  
History Of

University students who report a history of reading difficulties have been demonstrated to have poorer word reading and reading comprehension skills than their peers; yet, without a diagnosed learning disability, these students do not have access to the same support services, potentially placing them at academic risk. This study provides a comprehensive investigation of first-year academic achievement for students with a history of reading difficulties ( n = 244) compared to students with no such history ( n = 603). We also examine reported use of metacognitive reading and study strategies and their relations with GPA. Results indicate that students with a history of reading difficulties earn lower GPA and successfully complete fewer credits compared to students with no history of reading difficulty. These patterns varied somewhat by faculty of study. Students with a history of reading difficulties also reported lower scores across multiple metacognitive reading and study strategy scales, yet these scores were not associated with their academic performance. Together, these results demonstrate the importance of identifying students with a history of reading difficulties and that commonly used study strategy inventories have limited value in predicting their academic success.

Sign in / Sign up

Export Citation Format

Share Document