Analysis of personality traits and academic performance in higher education at a Colombian university

Abstract

This paper arises from the question of the correlation between specific personality traits and academic performance, since it is of crucial importance to consider variables other to students’ grades that also affect this phenomenon. The objective was to correlate personality traits with the academic performance of students in a higher education institution. This is a quantitative, correlational research, with a final sample of 214 students. Results confirmed that there is a positive correlation between those variables. Personality traits of abstractedness and perfectionism correlate with academic performance. Results show that perfectionism and abstractedness traits and sex, affect academic performance. It is still important to notice that there are other factors (beyond the scope of this research) that could possibly have a significant impact on academic performance.

Digital Students’ Satisfaction With and Intention to Use Online Teaching Modes, Role of Big Five Personality Traits

“…The level of academic performance has been evaluated based on a variety of different variables (Gladius Jennifer et al, 2018;Mahmoodi et al, 2019;Belsare et al, 2020;Mateus et al, 2021), but the focus is typically placed on sociological ones such as the environment or the dynamics of the family, psycho-pedagogical ones such as study habits or attitudes toward the university, and purely psychological ones such as cognitive processes or personality. According to the findings, academic success is related to intellectual characteristics, but it is also an impact of a multitude of adaptative, behavioral, and psychopathological variables, including certain personality traits (Mateus et al, 2021).…”

“…The level of academic performance has been evaluated based on a variety of different variables (Gladius Jennifer et al, 2018;Mahmoodi et al, 2019;Belsare et al, 2020;Mateus et al, 2021), but the focus is typically placed on sociological ones such as the environment or the dynamics of the family, psycho-pedagogical ones such as study habits or attitudes toward the university, and purely psychological ones such as cognitive processes or personality. According to the findings, academic success is related to intellectual characteristics, but it is also an impact of a multitude of adaptative, behavioral, and psychopathological variables, including certain personality traits (Mateus et al, 2021). Recent studies have studied the influence of personality traits on preferences and educational choices (Coenen et al, 2021), personality traits and burnout (Narang et al, 2022), academic performance in higher education (Mateus et al, 2021), domain-specific achievement (Meyer et al, 2019), satisfaction with training and vocational education (Volodina et al, 2019), education and biosecurity compliance (Racicot et al, 2012), associations among gender, education, religious faith, and social class personality traits (Furnham and Cheng, 2015), early childhood pedagogies and views about education (Smidt et al, 2015), students' use of YouTube for educational purposes during the course of COVID-19 (Elareshi et al, 2022), and so on.…”

“…According to the findings, academic success is related to intellectual characteristics, but it is also an impact of a multitude of adaptative, behavioral, and psychopathological variables, including certain personality traits (Mateus et al, 2021). Recent studies have studied the influence of personality traits on preferences and educational choices (Coenen et al, 2021), personality traits and burnout (Narang et al, 2022), academic performance in higher education (Mateus et al, 2021), domain-specific achievement (Meyer et al, 2019), satisfaction with training and vocational education (Volodina et al, 2019), education and biosecurity compliance (Racicot et al, 2012), associations among gender, education, religious faith, and social class personality traits (Furnham and Cheng, 2015), early childhood pedagogies and views about education (Smidt et al, 2015), students' use of YouTube for educational purposes during the course of COVID-19 (Elareshi et al, 2022), and so on. Still, none of the studies have investigated the effect of students' personality traits on their satisfaction with and adoption of online teaching modes offered during COVID-19.…”

“…Students perceive it differently. It also affects students learning capacity and outcome (Coenen et al, 2021;Mateus et al, 2021;Rafique et al, 2021).…”

Predictors of personality disorders in prisoners

“…According to a study, a multi-item index of health, including physical health, behavioral health, family environment, and psychological health, is significantly related to academic achievement [ 30 ]. Impulsivity has a negative relationship with academic success, and impulsivity, emotional instability, and irresponsible lifestyle are observed in cluster B personality disorders, especially borderline disorder [ 31 ]. However, according to our knowledge, studies have not been conducted on academic achievement with personality disorders [ 30 ].…”