Problem:
Building on evidence that Conscientiousness is the most reliable personality predictor of grades and that intelligence shows attenuated links to university GPA, the present study addresses key gaps in prior research-broad trait measures that obscure mechanisms, single site samples with restricted variability, self reported grades, brief online IQ tests, and little attention to course context. Does the article justify my point? Need Assignment Help?
Discussion:
The results of this study affirm the predictive validity of Big Five personality traits by using the short yet effective 20 item Mini-IPIP Five-Factor personality test developed by Donnellan et a/. (2006).
The results that the three personality traits i.e. openness, agreeableness and conscienciousness have the most significant coralation with academic performance in students mirrored those of Farsides and Woodfield (2003) who found that openness and agreeableness along with conscientiousness predict the overall academic performance. Chamorro-Premuzic and Furnham (2008) also found that openness and conscientiousness are correlated the most with academic performance. Poropat (2009) too found a significant correlation between overall academic performance and openness, agreeableness and conscientiousness.
However, neuroticism and extraversion were found to have no significant corelation with academic performance. Results for these two traits which are found to have no corelation with academic perfromance are somehow contradictory from the past reserachespresented in the literature reiew section of this paper.
Interesting, this study was conducted on students from varity of degree programs and not frome specific courses , however the results of this study i.e. openness, agreeableness and conscienciousness being the most significant coralates of academic performance are consistent with the studies conducted to predict performance of students in specific courses. Because studies show that conscientiousness along with openness can be classified as the predictors of performance in specific course (Lounsbury, Sundstrom, et al., 2003; Paunonen & Ashton, 2001).
Results of this study also support the concept presented by Noftle and Robins (2007) that personality traits have an incremental and independent effects on the academic outcomes in students i.e. openness and conscientiousness have exclusively independent effects on academic performance.