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

By Arthur Poropat. Psychological bulletin, 2009

2,514 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/6b9c91107f309e107ee9383f99a6e1c7c32b47ac

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Citations in the corpus

Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story (2017, result): “These results are interesting because previous research has shown that both traits are positively linked to academic performance (Poropat, 2009).”
Same Same, but Different? Relations between Facets of Conscientiousness and Grit (2018, background): “However, the question of whether grit or its subfacets (perseverance of effort and consistency of interest) can be differentiated from conscientiousness, a construct in personality psychology with great utility (Poropat, 2009), still remains open (e.”
Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success (2012, positive): “, 1996) and, amongst personality traits, C is the strongest and most consistent predictor of academic success (Poropat, 2009).”
Problematic Use of Social Networking Sites: Antecedents and Consequence from a Dual-System Theory Perspective (2016, background): “Academic performance is the extent to which students have achieved their learning goals [60] and is often captured by grades (or grade averages) reflecting knowledge of specific topics in relation to learning objectives [26].”
Gender differences in school success: what are the roles of students’ intelligence, personality and motivation? (2014, background): “Even though the meta-analysis by Poropat (2009) did not find an association between the broad trait Neuroticism and school performance (r = −0.01), facets of Neuroticism were negatively associated with school performance, that is, primarily test anxiety and fear of failure (MA/LR: Zeidner 1995).”
Mathematics attitudes and their unique contribution to achievement: Going over and above cognitive ability and personality (2016, background): “, Poropat, 2009), with Conscientiousness and Openness showing the strongest relationship with academic outcomes (Poropat, 2009; Trapmann, Hell, Hirn, & Schuler, 2007; MacCann, Lipnevich, & Roberts, 2013; von Stumm, Hell, & Chamorro-Premuzic, 2011).”
Broad versus narrow traits: Conscientiousness and honesty–humility as predictors of academic criteria (2011, background): “Several studies have found that personality factors explain variance in academic performance over and above the variance explained by cognitive ability (Conard, 2006; Furnham & Monsen, 2009; Goff & Ackerman, 1992; Noftle & Robins, 2007; Poropat, 2009; Ziegler, Danay, Schölmerich, & Bühner, 2010).”
Personality in sport: a comprehensive review (2013, background): “…& Bowling, 2009), job satisfaction (Judge, Heller, & Mount, 2002), job performance (Barrick & Mount, 1991; Hurtz & Donovan, 2000; Oh, Oh, & Mount, 2011), academic performance (Poropat, 2009; also see Poropat, 2011) and team performance (Bell, 2007; Peeters, Van Tuijl, Rutte, & Reymen, 2006b).”
Development of Indirect Measures of Conscientiousness: Combining a Facets Approach and Network Analysis (2015, background): “…February 2015 Revised 24 July 2015, Accepted 7 August 2015 several important life outcomes such as health (Bogg & Roberts, 2004; Friedman & Kern, 2014; Roberts, Walton & Bogg, 2005), longevity (Kern & Friedman, 2008), academic performance (Poropat, 2009) and job performance (Barrick & Mount, 1991).”
Motivation and personality of preservice teachers in Croatia (2012, result): “More conscientious students in our sample reported more positive prior teaching and learning experiences, a finding that is in line with evidence demonstrating positive relations of conscientiousness and academic performance (Poropat, 2009).”
The power of play: The effects of Portal 2 and Lumosity on cognitive and noncognitive skills (2015, background): “Over the past two decades, conscientiousness has emerged as one of the most important personality traits in predicting academic performance (e.g., Poropat, 2009) as well as in various life outcomes (e.g., Roberts, Kuncel, Shiner, Caspi, & Goldberg, 2007).”
Successful Explanations Start with Accurate Descriptions: Questionnaire Items as Personality Markers for More Accurate Predictions (2018, background): “…associated with a wide range of broad life outcomes, such as physical and mental health (e.g. Goodwin & Friedman, 2006) or success in education, career, and relationships (e.g. Damian, Su, Shanahan, Trautwein, & Roberts, 2015; Poropat, 2009; Roberts, Kuncel, Shiner, Caspi, & Goldberg, 2007).”
Other-rated personality and academic performance: Evidence and implications (2014, methodology): “Yet self-rated Emotional Stability has a reliable correlation with academic performance at primary level (.20: Poropat, 2009), there are non-significant correlations at secondary and tertiary levels of education (.01 &− .01: Poropat, 2009; − .01: Richardson et al., 2012).”
Personality, IQ, and Lifetime Earnings (2018, background): “13 Conscientiousness, which is generally the strongest predictor of acaemic achievement ( Noftle and Robins, 2007; Poropat, 2009; 2014 ), lso has a positive effect here.”
Communication Apprehension: A Barrier to Students' Leadership, Adaptability, and Multicultural Appreciation (2013, methodology): “For GPA, we controlled for openness and conscientiousness based on prior meta-analytic research (O’Connor & Paunonen, 2007; Poropat, 2009).”