Big Five personality predictors of post-secondary academic performance

By Melissa C. O’Connor, S. Paunonen. 2007

1,077 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/8e19dbdd8c293ca99322e4efe4e889f16d25343b

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Citations in the corpus

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).”
Predicting Achievement in Mathematics in Adolescent Students (2013, methodology): “…with intelligence, personality traits appear to be among the most promising predictors (Bratko et al., 2006; Chamorro-Premuzic & Furnham, 2005; Laidra et al., 2007; O’Connor & Paunonen, 2007; Steinmayr, Bipp, & Spinath, 2011), explaining unique variance in academic achievement beyond intelligence.”
Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability (2014, background): “Research suggests that both broad and lower-level traits predict important outcomes and that lower-level traits can be even more powerful predictors than broad traits (O’Connor and Paunonen, 2007).”
Personality, IQ, and Lifetime Earnings (2018, background): “There is pervasive evidence that more conscientious individuals have higher educational attainment (Noftle and Robins, 2007; O’Connor and Paunonen, 2007).”
Boarding School, Academic Motivation and Engagement, and Psychological Well-Being (2014, background): “Variance may also be partly explained by personality (O’Connor & Paunonen, 2007; Thompson, 2008).”
Conscientiousness and achievement motivation predict performance (2009, methodology): “Five hypotheses were tested First, following O’Connor and Paunonen (2007), GPA will correlate positively with C. Previous research does not clarify a pattern of association between the remaining big five factors (N, E, O & A) and GPA.”
Which factors best account for academic success: Those which college students can control or those they cannot? (2008, background): “These findings were underscored in a recent meta-analysis of the literature (O’Connor & Paunonen, 2007), showing that conscientiousness is the big-five factor most strongly and consistently associated with post-secondary academic performance.”
Mathematics Attitudes and Mathematics Outcomes of U.S. and Belarusian Middle School Students. (2011, background): “…meta-analyses show that broadly defined noncognitive constructs (typically the Big Five Conscientiousness dimension) usually predicted no more than 10% of the variation in academic and workplace performance (e.g., Noftle & Robins, 2007; O’Connor & Paunonen, 2007; Schmidt & Hunter, 1998).”
Development of Indirect Measures of Conscientiousness: Combining a Facets Approach and Network Analysis (2015, background): “…considering facets improves the prediction of important criteria such as academic performance and health (Ashton, 1998; Bogg & Roberts, 2004; O’Connor & Paunonen, 2007; Paunonen & Ashton, 2001, 2013; Paunonen, 1998), and it results in finer-grained personality profiles (Costa & McCrae,…”
A meta-analysis of the five-factor model of personality and academic performance. (2009, methodology): “meta-analyses reported by Poropat (2005) and O’Connor and Paunonen (2007) addressed these measurement problems by using only FFM-based measures and restricting themselves to measures of grade and grade point average (GPA). However, O’Connor and Paunonen (2007),”
PersonaLLM: Investigating the Ability of Large Language Models to Express Personality Traits (2023, background): “…practical contexts such as career planning (Schuerger, 1995; Kennedy and Kennedy, 2004; Lounsbury et al., 2005), academic achievement (Ayers et al., 1969; O’Connor and Paunonen, 2007; DiRienzo et al., 2010; Ka-jzer, 2023), and relationship compatibility (Cur-ran Jr, 1970; Hines and Saudino, 2008).”