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A meta-analysis of the five-factor model of personality and academic performance.

2009; American Psychological Association; Volume: 135; Issue: 2 Linguagem: Inglês

10.1037/a0014996

1939-1455

Arthur E. Poropat,

Education, Achievement, and Giftedness

This article reports a meta-analysis of personality-academic performance relationships, based on the Five-Factor Model (FFM), with cumulative sample sizes ranging to over 70,000.Most analyzed studies came from the tertiary level of education, but there were similar aggregate samples from secondary and tertiary education.There was a comparatively smaller sample derived from studies at primary level.Academic performance was found to significantly correlate with Agreeableness, Conscientiousness and Openness to Experience.Where tested, correlations between Conscientiousness and academic performance were largely independent of intelligence.When secondary academic performance was controlled for, Conscientiousness added as much to the prediction of tertiary academic performance as did intelligence.Strong evidence was found for moderators of correlations.Academic level (primary, secondary or tertiary), average age of participant, and the interaction between academic level and age significantly moderated correlations with academic performance.Possible explanations for these moderator effects are discussed and recommendations for future research are provided.