Personality Traits, Learning and Academic Achievements

Abstract

There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point Average (GPA). This review paper gives an overview, based on previous research, of highly relevant factors that might explain the relation between personality traits and learning on the one hand and the relation between personality traits and academic achievement on the other hand. Motivation, goals and approaches to learning are important factors that are associated with some personality traits. Two conclusions can be made from this review: (1) intrinsic motivation, a deep approach to learning and learning goals are associated with general knowledge and good test results, all linked together by the openness trait; (2) extrinsic (in combination with intrinsic) motivation, an achieving (in combination with deep) approach to learning and performance goals (in combination with learning goals) are associated with high grades in general linked together by the conscientiousness trait. Openness is associated with learning and general knowledge while conscientiousness is associated with academic achievement.

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