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The Relationships Between Personality Traits and Students’ Academic Achievement
16 references·11 citing·48 second hop
The Relationships Between Personality Traits and Students’ Academic Achievement (2011)The Relationships Between Personality Tra…NEO inventories for the NEO Personality Inventory-3 (NEO-PI-3), NEO Five-Factor Inventory-3 (NEO-FFI-3), NEO Personality Inventory-Revised (NEO PI-R) : professional manual (2010)NEO inventories for the NEO P…Role of the Big Five personality traits in predicting college students' academic motivation and achievement (2008)Role of the Big Five personal…Big Five personality predictors of post-secondary academic performance (2007)Big Five personality predicto…Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school (2006)Personality and intelligence …Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents (2005)Self-Discipline Outdoes IQ in…Personality Development: Stability and Change (2005)Personality Development: Stab…Aptitude is not enough: How personality and behavior predict academic performance (2005)Aptitude is not enough: How p…The relationship between personality, approach to learning and academic performance (2003)The relationship between pers…Personality traits and academic examination performance (2003)Personality traits and academ…Personality predicts academic performance: Evidence from two longitudinal university samples (2003)Personality predicts academic…Personality trait development from age 12 to age 18: Longitudinal, cross-sectional and cross-cultural analyses. (2002)Personality trait development…Big Five Predictors of Academic Achievement (2001)Big Five Predictors of Academ…Personality as a Predictor of College Performance (1995)Personality as a Predictor of…Revised NEO Personality Inventory (NEO PI-R) and NEO Five-Factor Inventory (NEO-FFI) (1992)Revised NEO Personality Inven…An Introduction to the Five‐Factor Model and Its Applications (1992)An Introduction to the Five‐F…Determining Sample Size for Research Activities (1970)Determining Sample Size for R…Spor yapan ve yapmayan ergenlerin yalnızlık düzeylerinin ve algılanan ebeveyn tutumlarının akademik başarılarını yordama etkisi (2026)Spor yapan ve yapmayan ergenl…Exploring the mediating effect of personality traits in the relationship between entrepreneurial intentions and academic performance among students (2023)Exploring the mediating effec…The Effect of Teachers’ Self-Efficacy and Creativity on English as a Foreign Language Learners’ Academic Achievement (2022)The Effect of Teachers’ Self-…Self-motivated and directed learning across the lifespan (2022)Self-motivated and directed l…Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree (2022)Integrating self-regulated le…How teacher and classmate support relate to students’ stress and academic achievement (2022)How teacher and classmate sup…Why imaginary worlds? The psychological foundations and cultural evolution of fictions with imaginary worlds (2021)Why imaginary worlds? The psy…Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study (2020)Examining Gender Differences,…Effects of teacher’s personality traits on EFL learners’ foreign language enjoyment (2020)Effects of teacher’s personal…The Big Five personality traits, goal orientations, and academic achievement (2017)The Big Five personality trai…Personality Traits, Learning and Academic Achievements (2015)Personality Traits, Learning …Methods of Meta-Analysis: Correcting Error and Bias in Research Findings. (1991)Personality trait structure as a human universal. (1997)Psychological correlates of university students' academic performance: A systematic review and meta-analysis. 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References

  • 1970Determining Sample Size for Research Activities18,904 cited
  • 1992An Introduction to the Five‐Factor Model and Its Applications6,832 cited
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  • 2010NEO inventories for the NEO Personality Inventory-3 (NEO-PI-3), NEO Five-Factor Inventory-3 (NEO-FFI-3), NEO Personality Inventory-Revised (NEO PI-R) : professional manual2,339 cited
  • 2005Self-Discipline Outdoes IQ in Predicting Academic Performance of Adolescents2,251 cited
  • 1992Revised NEO Personality Inventory (NEO PI-R) and NEO Five-Factor Inventory (NEO-FFI)1,749 cited
  • 2007Big Five personality predictors of post-secondary academic performance1,031 cited
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  • 2006Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school544 cited
  • 2002Personality trait development from age 12 to age 18: Longitudinal, cross-sectional and cross-cultural analyses.499 cited
  • 1995Personality as a Predictor of College Performance484 cited
  • 2003Personality traits and academic examination performance445 cited
  • 2003The relationship between personality, approach to learning and academic performance

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411 cited
  • 2005Aptitude is not enough: How personality and behavior predict academic performance385 cited
  • 2001Big Five Predictors of Academic Achievement306 cited
  • Cited by

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    • 2015Personality Traits, Learning and Academic Achievements81 cited
    • 2022Self-motivated and directed learning across the lifespan72 cited
    • 2021Why imaginary worlds? The psychological foundations and cultural evolution of fictions with imaginary worlds71 cited
    • 2020Effects of teacher’s personality traits on EFL learners’ foreign language enjoyment60 cited
    • 2022The Effect of Teachers’ Self-Efficacy and Creativity on English as a Foreign Language Learners’ Academic Achievement43 cited
    • 2022Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree35 cited
    • 2023Exploring the mediating effect of personality traits in the relationship between entrepreneurial intentions and academic performance among students11 cited
    • 2026Spor yapan ve yapmayan ergenlerin yalnızlık düzeylerinin ve algılanan ebeveyn tutumlarının akademik başarılarını yordama etkisi0 cited