Meta-Analysis of the Relationship Between the Big Five and Academic Success at University

By Sabrina Trapmann, Benedikt Hell, Jan-Olivier W. Hirn, H. Schuler. 2007

399 citations recorded by the source corpus.

Abstract. Interest in the prediction of academic success in higher education has grown considerably in recent years in German-speaking countries. While the validity of school grades and admission tests has been investigated by meta-analyses and large-scale studies at least in the United States, less is known about noncognitive predictors of academic success. The present meta-analysis investigates the impact of the Big Five personality factors on academic success at university. A total of 258 correlation coefficients from 58 studies published since 1980 were included. Grades, retention, and satisfaction served as success criteria. Correlations were corrected for attenuation caused by measurement error. Results show that the influence of personality traits on academic achievement depends on the success criterion. While Neuroticism is related to academic satisfaction (? = -.369, k = 8), Conscientiousness correlates with grades (? = .269, k = 41). Extraversion, Openness to Experience, and Agreeableness have n...

Subfields: Clinical Psychology, Public Health, Environmental and Occupational Health, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8b556c5769efb86b518b7c48491aeb902e8bfdcf

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Citations in the corpus

The Big Five and tertiary academic performance: A systematic review and meta-analysis. (2014, methodology): “…Five personality traits with restricted inclusion criteria pertaining to personality measures as well as to academic performance would exceed results from previously conducted meta-analyses with broader criteria (McAbee & Oswald, 2013; Poropat, 2009; Richardson et al., 2012; Trapmann et al., 2007).”
Investigating Factors Related to Retention of At-Risk College Students. (2011, methodology): “In a meta-analysis study conducted by Trapmann, Hell, Hirn, & Schuler (2007), conscientiousness emerged as a valid and reliable predictor of academic success, with extraversion, openness to experience, and agreeableness as indicators of success in certain subject matters related to certain occupatio”
Strategies for success in education: Time management is more important for part-time than full-time community college students (2012, background): “It is clear from past research that both time management and conscientiousness predict students' achievement at school (e.g., Britton & Tesser, 1991; Macan et al., 1990; O'Connor & Paunonen, 2007; Poropat, 2009; Trapmann et al., 2007; Trueman & Hartley, 1996).”
Sex differences in secondary school success: why female students perform better (2013, background): “Being conscientious strongly correlates with school grades (De Raad and Schouwenburg 1996; Poropat 2009), college performance (Trapmann et al. 2007), and job success (Barrick et al.”
Motivations for choosing teaching as a career: effects on general pedagogical knowledge during initial teacher education (2012, neutral): “Reynolds & Walberg, 1993 ; Trapmann, Hell, Hirn, & Schuler, 2007 ; Trapmann, Hell, Weigand, & Schuler, 2007 ).”
Personality, approaches to learning and achievement (2010, background): “Conscientiousness, in particular, has consistently been found to predict grades at university and college levels (Noftle & Robins, 2007; Trapmann et al., 2007), and a recent meta-analysis by Poropat (2009) shows that correlations between conscientiousness and academic achievement were independent…”
A meta-analysis of the five-factor model of personality and academic performance. (2009, methodology): “Trapmann et al. (2007) did look for moderators and found heterogeneity in their sample of correlations, but their search for moderators was limited by application of a restrictive significance level ( p .00455) and use of the unreliable method of hierarchical subgroup analysis (Steel &…”
Empirical identification of the major facets of Conscientiousness (2009, background): “1041-6080/$ – see front matter © 2009 Elsevier Inc. Al doi:10.1016/j.lindif.2009.03.007 a b s t r a c t a r t i c l e i n f o Article history: Received 22 September 2008 Received in revised form 16 January 2009 Accepted 9 March 2009 Keywords: Conscientiousness Academic achievement Factor analysis…”
The Five-Factor Model, forced-choice personality inventories and performance: A comprehensive meta-analysis of academic and occupational validity studies (2014, background): “Similar or even larger figures were found in the meta-analyses conducted by Hurtz and Donovan (2000), O’Connor and Paunonen (2007), Poropat (2009), Salgado (1997, 2003), and Trapmann et al. (2007) on the validity of the Big Five personality dimensions.”