UIJRT » United International Journal for Research & Technology

Relationship Between Personality Traits and Academic Achievement of School Students

Total Views / Downloads: 147 

Cite ➜

Upadhayaya, S. and Joshi, N.P., 2021. Relationship Between Personality Traits and Academic Achievement of School Students. United International Journal for Research & Technology (UIJRT), 2(9), pp.41-52.


This study explored HEXACO personality traits and the prediction of academic achievement through personality traits and demographic variables. This study also explored gender differences in personality traits and academic achievement. The sample comprised 377 school-going students. HEXACO–PI was used to measure the personality traits of students. Self-reported GPA was collected from the students to measure academic achievement. The results showed significant gender differences in the E trait only. Academic achievement did not differ significantly for gender. Results showed that X and C traits showed a significant correlation with academic achievement. Further, 23.1% of the variation in academic achievement was predicted by the combined effect of personality traits and demographic variables. Further, extraversion and conscientiousness were the significant independent predictors of academic achievement. Thus, personality traits should be considered to improve students’ academic achievement.

Keywords: Academic Achievement, Agreeableness, Conscientiousness, Emotionality, Extraversion, Honesty-Humility, Openness, Personality Traits & Students.


  1. Akomolafe, M. J. (2013). Personality Characteristics as Predictors of Academic Performance of Secondary School Students. Mediterranean Journal of Social Sciences,4(2), 657.
  2. Allen, J. G., & Haccoun, D. M. (2016). Sex Differences in Emotionality: A Multidimensional Approach. Human Relations,29(8), 711–722.doi.org/10.1177/001872677602900801
  3. Allport, G. W. (1937). Personality: a psychological interpretation. American Psychological Association, 198(1), 239–240.doi.org/10.1177/0002716238198001142.
  4. Ariani, D. W. (2013). Personality and learning motivation. European Journal of Business and Management, 5(10), 26-38.
  5. Ashton, M. C.& Lee, K. (2007). The HEXACO Honesty-Humility, Agreeableness, and Emotionality Factors: A Review of Research and Theory. Personality and Social Psychology Review,18(2), 139–152.doi.org/10.1177/1088868314523838.
  6. Ashton, M.C. & Lee, K. (2016). Age trends in HEXACO-PI-R self-report. Journal of Research in Personality, 64(10), 10-16.
  7. Bandura, A. (1977). Cognitive processes mediating behavioral change. Journal of Personality and Psychology, 35(6), 125-139.
  8. Bauer, K. W. & Liang, Q. (2003). The Effect of Personality and Precollege Characteristics on First-Year Activities and Academic Performance. Journal of College Student Development, 44(3), 277–290.
  9. Bhatta, K.R.& Rai, B. (2020). Test anxiety and demographic variables affecting academic achievement among undergraduate psychology students. International Journal of Education and Management Studies,10(3), 218-222.
  10. Brody, L. R., & Hall, J. A. (2008). Gender and emotion in context. In M. Lewis, J. M., Jones& L. F., Barrett (Eds.), Handbook of emotions (pp. 395–408). The Guilford Press.
  11. Caprara, G. V., Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, C. (2011). The contribution of personality traits and self-efficacy beliefs to academic achievement: A longitudinal study.  British Journal of Educational Psychology,3(81), 78–96.
  12. Caspi, A. & Shiner, B. (2005). Personality Development: Stability and Change. Annual review of psychology,56, 453-84.
  13. Cattell, R. B. (1965). The scientific analysis of personality. American Psychological Association, 54, 1–22.
  14. Chamorro, P. & FurnhamT. (2003). Personality Traits and Academic Examination Performance. European Journal of Personality, 17,237-250.
  15. Chen, J.& Zhang, N.(2011). The relationship between neuroticism, major depressive disorder and comorbid disorders in Chinese women. Journal of affective disorders, 135(13), 100–105.
  16. Chen, R.& Prehar, A. (2002). Using Social Exchange Theory to Distinguish Procedural from Interactional Justice. Group & Organization Management, 27(3),324-351.
  17. Christopher, M., & Redempta, K. (2016). Influence of Demographic Factors on Academic Performance among Primary Teachers Trainees- A Case Study. International Journal of Educational Studies, 3(1), 07-11.
  18. Cochran, W.G. (1963) Sampling Technique. 2nd Edition, John Wiley and Sons Inc., New York
  19. Dayioglu, M. & Turut, S. (2007). Gender differences in academic performance in a large public university in Turkey. Higher Education, 53,255-277.
  20. Digman, J.M. (1990).Personality Structure: Emergence of the Five-Factor Model. Annual Review of Psychology, 41, 417-440.doi.org/10.1146/annurev.ps.41.020190.002221.
  21. Dunsmore, J.A. (2006). An investigation of the predictive validity of broad and narrow personality traits in relation to academic achievement. International Journal of Educational Studies,25(2), 2312-4598.
  22. Durhman, R.&Candace, R. (2004). A Comparison of the Relationship of Personality Traits to Academic Performance for African-American and Caucasian College Students.Chancellor’s honors program projects,22(2),26-44.
  23. Estabrook, M. & Sommer, R. (1966). Study Habits and Introversion-Extroversion. Psychological Reports,19(3),750-853.
  24. Eysenck, H. J. (1952). The scientific study of personality. American Psychological Association, 36(2),4002-4242.
  25. Furnham, A.& Zhang, C.(2006). The relationship between psychometric and self-estimated intelligence, creativity, personality and academic achievement. Procedia – Social and Behavioral Sciences,25(2),119-145.
  26. Gilles, P. & Bailleux, C. (2001). Personality traits and abilities as predictors of academic achievement. European Journal of Psychology of Education, 16(1), 3-15.
  27. Hakimi, E. H. & Lavasani, M.(2011). The Relationships Between Personality Traits and Students Academic Achievement Russian high school students. Procedia – Social and Behavioral Sciences,29(11), 836 – 845.
  28. Ivcevic, Z. & Brackett, M.A. (2014). Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability. Journal of Research in Personality, 15(2), 101-116.
  29. Jensen, A.(2015). Personality Traits, Learning and Academic Achievements. Journal of Canadian Center of Science and Education,19(16), 3327-5269.
  30. Kajonius, P. J. (2016). Honesty–Humility in contemporary students: Manipulations of self-image by inflated IQ estimations. Psychological reports,11(2),311-325.
  31. Khan,S. &Sarwar, S. (2017). Personality Traits and academic performance in computer science courses. Intend proceedings, 67(16), 4002-4011.
  32. Khwaileh, F. & Zaza, H. (2010). Gender Differences in Academic Performance among Undergraduates at the University of Jordan: Are They Real or Stereotyping? College student journal, 45,201-288.
  33. Kring, A. M. & Gordon, A. H. (1998). Sex differences in emotion: expression, experience, and physiology. Journal of Personality and Social Psychology, 74 (3), 686-703.
  34. Kuncel, H.& Hezlett, N. (2004). Academic Performance, Career Potential, Creativity, and Job Performance: Can One Construct Predict Them All? Journal of personality and social psychology, 86,148-61.
  35. Malykh, S. (2017). The role of personality traits and intelligence in academic achievement of Russian high school students. Procedia-Social and Behavioral Sciences, 2(37), 1304-1309.
  36. Marcenaro, O., Agudo, L. A. & Ropero, M. A. (2018). Gender Differences in Adolescents’ Academic Achievement.Assessment for Effective Intervention,26(3), 288–297.
  37. Matthews, G., Deary, I., & Whiteman, M. (2003). Preface to the second edition. In Personality Traits. Cambridge University Press,12(5),750.
  38. McCrae, R. R. (2002). Cross-Cultural Research on the Five-Factor Model of Personality. Online Readings in Psychology and Culture, 4(14), 201-376.doi.org/10.9707/2307-0919.1038.
  39. Navarro, J. J., García-Rubio, J., & Olivares, P. R. (2015). The Relative Age Effect and Its Influence on Academic Performance. Journal of Education,10(10), 141-195.
  40. Otten, D. (2017). Honesty-Humility and Openness to Experience as Predictors of Hypothesis Confidence Among High School Students. Semantic Scholar,19,455-506.
  41. Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 13(2), 322–338.
  42. Poudel, T. (2017). Relationship between study habits and achievements of grade ten students in Nepal. Journal of Advanced Academic Research, 14(3), 40-52.
  43. Power, C., Robertson, F. & Baker, M. (1987).Success in higher education. Australian Government Publishing Service, 20, 21-33.
  44. Raza, S.A. & Shah, N. (2017). Influence of the Big Five personality traits on academic motivation among higher education students: Evidence from developing nation.MPRA Paper, University Library of Munich, Germany, 9(3), 21-34.
  45. Raza, S.A. & Shah, N.(2007). Influence of the Big Five Personality Traits on Academic Motivation among Higher Education Students: Evidence from Developing Nation. Pakistan. Journal of Behavioral Sciences, 12(2), 63-79.
  46. Rowatt, W., Peters, A., & Shen, M. (2011). A new trait on the market: Honesty-Humility as a unique predictor of job performance ratings. Personality and Individual Differences, 50(2),857-862.
  47. Saxena, M. & Mishra, D. (2014) A Study of the Relation between Personality Type & Academic Success. Amity Institute of Higher Education, Mauritius, 17, 372-388.
  48. Saylik, R., Raman, E. & Szameitat, A.J. (2018). Sex Differences in Emotion Recognition and Working Memory Tasks. Front Psychological Association, 9,10-72.
  49. Seligman, M. (2018). PERMA and the building blocks of well-being. The Journal of Positive Psychology, 13(4), 333-335.
  50. Tomas, C., Adrian, F., & Martin, L. (2007). Personality and approaches to learning predict preference for different teaching methods. Learning and Individual Differences, 17, 241-250.
  51. Trautwein, U. & Olive, L.(2009). Different Forces, Same Consequence: Conscientiousness and Competence Beliefs Are Independent Predictors of Academic Effort and Achievement. Journal of Personality and Social Psychology, American Psychological Association, 97(6), 1115–1128.
  52. Ukueze, A. C. (2007). Learner variable of academic performance and adjustment of junior secondary student. The Counsellor, 23(2), 172-183.
  53. Vedel, A. & Poropat, A. (2017). Personality and Academic Performance. Journal of Educational Psychology, 105(1), 129–137.doi.org/10.1007/978-3-319-28099-8_989-1.
  54. Volk, A. A., Visser, B. A., & Book, A. (2020). The theoretical superiority of the HEXACO model of personality. European Journal of Personality, 34(4), 555–556.
  55. Wadsworth, M. & Achenbach, T. (2006). Explaining the Link Between Low Socioeconomic Status and Psychopathology: Testing Two Mechanisms of the Social Causation Hypothesis. Journal of consulting and clinical psychology, 73(6), 1146-53.
  56. Wagerman, S. A., & Funder, D. C. (2007). Acquaintance reports of personality and academic achievement: A case for conscientiousness. Journal of Research in Personality, 41(1),221–229.
  57. Wolfe, R. N., & Johnson, S. D. (1995). Personality as a predictor of college performance. Educational and Psychological Measurement, 25(2), 177–185.

For Conference & Paper Publication​

UIJRT Publication - International Journal