Supplemental Material for When Academic Achievement (Also) Reflects Personality: Using the Personality-Achievement Saturation Hypothesis (PASH) to Explain Differential Associations Between Achievement Measures and Personality Traits

2021 ◽  
Keyword(s):  
Academic Achievement ◽  
Personality Traits ◽  
Achievement Measures

scholarly journals Theories of Personality

2020 ◽  
Author(s):  
Cassandra M Brandes ◽  
Kathleen Wade Reardon ◽  
Jennifer L Tackett
Keyword(s):  
Mental Health ◽  
Academic Achievement ◽  
Individual Differences ◽  
Life Course ◽  
Personality Traits ◽  
Interpersonal Relationships ◽  
Personality Development ◽  
Adult Individual ◽  
Foundational Research ◽  
The Life Course

The study of personality development has seen significant advances in the last two decades. For many years, youth and adult individual differences were studied from separate theoretical standpoints. However, more recent research has indicated that teenagers display personality traits in many of the same ways as adults. These personality traits are moderately stable throughout the life course, but there are important developmental shifts in their expression, structure, and maturation, especially in adolescence. This has resulted in an effort to study youth personality “in its own right” (Tackett, Kushner, De Fruyt, & Mervielde, 2013). Early personality associations with important lifelong outcomes including academic achievement, mental health, and interpersonal relationships further underscore the importance of studying traits in youth. Here we discuss current consensus and controversy on adolescent personality and highlight foundational research on the topic.

scholarly journals The Relationship Between Personality Traits of International Students and Academic Achievement

2012 ◽  
Vol 46 ◽  
pp. 4374-4379 ◽  
Author(s):  
Seyedeh Maryam Geramian ◽  
Shima Mashayekhi ◽  
Mohd Tajudin Bin Hj. Ninggal
Keyword(s):  
Academic Achievement ◽  
International Students ◽  
Personality Traits ◽  
The Relationship

Personality traits as a predictor of academic achievement in adolescents

2011 ◽  
Vol 37 (2) ◽  
pp. 127-140 ◽  
Author(s):  
Helena Smrtnik‐Vitulić ◽  
Maja Zupančič
Keyword(s):  
Academic Achievement ◽  
Personality Traits

The Big Five personality traits, learning styles, and academic achievement

2011 ◽  
Vol 51 (4) ◽  
pp. 472-477 ◽  
Author(s):  
Meera Komarraju ◽  
Steven J. Karau ◽  
Ronald R. Schmeck ◽  
Alen Avdic
Keyword(s):  
Academic Achievement ◽  
Learning Styles ◽  
Personality Traits ◽  
Big Five ◽  
Big Five Personality Traits ◽  
Big Five Personality

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.

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