Problem:
The article's conclusion argues that personality should be central-rather than secondary-to theories of academic performance. Across studies, personality relates reliably to achievement, with Conscientiousness showing the strongest association among the Big Five and often rivaling intelligence (except in primary schooling). At the same time, the effects are moderated by factors such as academic level, age, and potential range restriction, indicating a complex, context-dependent relationship. Future models should consider both g (intelligence) and a "w" factor reflecting will/self-regulation. Given notable heterogeneity across samples, additional moderators likely exist, so personality's role-while statistically and practically meaningful-requires further nuanced investigation. now can u combine this too: The study provides valuable insights into how personality traits relate to academic performance, highlighting that Conscientiousness may have a positive impact on performance. In contrast, IQ and Extraversion did not demonstrate significant connections to academic performance. The findings emphasize the importance of developing self-regulatory skills in addition to content knowledge, given the minimal overlap among the predictors. Future research could benefit from clarifying the limitations of intelligence and Extraversion, as well as exploring the most adaptable aspects of Conscientiousness, which could lead to practical improvements in student achievement. Need Assignment Help?