We reviewed the recent empirical literature on the relations between the Big Five personality dimensions and post-secondary academic achievement, and found some consistent results. A meta-analysis showed Conscientiousness, in particular, to be most strongly and consistently associated with academic success. In addition, Openness to Experience was sometimes positively associated with scholastic achievement, whereas Extraversion was sometimes negatively related to the same criterion, although the empirical evidence regarding these latter two dimensions was somewhat mixed. Importantly, the literature indicates that the narrow personality traits or facets presumed to underlie the broad Big Five personality factors are generally stronger predictors of academic performance than are the Big Five personality factors themselves. Furthermore, personality predictors can account for variance in academic performance beyond that accounted for by measures of cognitive ability. A template for future research on this topic is proposed, which aims to improve the prediction of scholastic achievement by overcoming identifiable and easily correctable limitations of past studies. (Author/publisher)
Abstract