Conscientiousness and Academic Performance: A Mediational Analysis

Marc W. Patry

88 citations0/0 files storedInternational Journal for the Scholarship of Teaching and Learning

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Personality Traits and Psychology Education, Achievement, and Giftedness Grit, Self-Efficacy, and Motivation

Abstract

Previous research has established that a relationship exists between the personality trait of conscientiousness and academic achievement. The current study extends prior research by using a path analysis model to explore various proximal traits that may mediate this relationship in a sample of two hundred and twenty three undergraduate university students. Consistent with previous research, a strong positive relationship was found between conscientiousness and academic performance as measured by final grades. Of greater importance, two factors were found to mediate this relationship: Academic Self-Efficacy and Test Anxiety. The current study illustrates the complex nature of the relation between personality traits and academic achievement and indicates that personality likely has a distal effect on academic performance through more proximal characteristics.

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1999Self-Efficacy: The Exercise of Control 1997Self-efficacy: the exercise of control 1982Asymptotic Confidence Intervals for Indirect Effects in Structural Equation Models 1990Motivational and self-regulated learning components of classroom academic performance.1976ON QUALITATIVE DIFFERENCES IN LEARNING: I—OUTCOME AND PROCESS*1997Personality trait structure as a human universal.1997Personality Psychology in Europe 1984Understanding Student Learning

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