How Personality Influences Academic Performance: An In-Depth Essay
Personal learning variations have long been a substantial field of research. The area not only contributes to a broader understanding of intellectual, emotional, and interpersonal factors in education progressions, but it also offers insights that help create education and teaching guidance. In various behavioral and psychological studies, the Big Five model of personality traits has served as a broad categorization and point of reference. Five largely independent components make up this model: extraversion, neuroticism, conscientiousness, agreeableness, and openness to new experiences (Stajkovic et al., 2018). Personality traits have been shown to impact how students learn and change throughout their academic careers. People’s personality differences significantly influence students’ academic success with conscientiousness, openness, and agreeableness. The essay seeks to expound on Temperament’s effect on Academic Performance.
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A person’s dispositional and recognizable pattern of thoughts, feelings, and behavior in various contexts is their personality. It can also characterized as a collection of characteristics that mold a person’s inner and outer self and create a particular behavioral pattern. Nature may indirectly affect learning through attitudes and enthusiasm that lead to precise perceptions of studying, educational investments, and ideal educational approaches (Alkış & Temizel, 2018). Thus, personality reflects learning preferences, which inspire learning approaches and result in a particular learning outcome. A student’s personality should develop early in life because it is a true reflection of who they are on the inside. Among other things, an individual’s personality is fashioned by charisma, conduct, attitude, and the setting. It has helped me fosters self-assurance, boost my self-worth, and has a good influence on my communication abilities and worldview.
Consequently, personality traits reflect learning preferences, which inspire learning approaches and result in a particular learning outcome. Character traits imply uniformity and steadiness: the basis of attribute thinking is the impression that people vary from each other grounded on where they viewpoint on a group of essential attribute proportions that hold throughout time and in several frameworks. The focus on personality qualities as indicators of academic performance is one significant development in the educational landscape (Kassarnig et al., 2018). My distinctive thought, feeling, and behavior patterns are reflected in my personality traits. They shape my motivation and inclination to learn. Studies have shown that some personality types are more likely to succeed in school and life. An individual who scores exceptionally well on a specific character attribute, such as Extroversion, is expected to be sociable in several frameworks and over time.
Personality factors such as perseverance and conscientiousness are behavioural traits that might alter certain habits that affect academic accomplishment. The three main characteristics determining a person’s desire to study are openness, conscientiousness, and extraversion. At the same time, neuroticism has been discovered to negatively affect educational excellence and determination to learn (Stajkovic et al., 2018). Conscientiousness is the most significant personality trait that predicts academic success in higher education (Dumfart & Neubauer, 2016). Your level of self-discipline can be determined by how conscientious you are. I consider myself a conscientious, goal-oriented, diligent student and very responsible. These requirements drive me to achieve exceptional academic success. We display organized, obedient, goal-oriented, self-disciplined, and purposeful qualities. Conscientious students are more inclined to complete assignments by the due date, are willing to put up a certain amount of work, and can do so without constant supervision.
Understanding your personality traits can help you academically in addition to providing you with insight into yourself. Learning styles and personality types are closely related. Students who use a deep learning approach exhibit behaviours that aid success (Kim et al., 2017). They focus on understanding the underlying meaning by connecting new concepts to prior concepts and critically analyzing the subject matter. Conscientious people are stereotypically systematized, show self-discipline, and have exceptional time management abilities. They are recognized for being meticulous students and outstanding team members. These people want clear-cut choices, timelines, and a more binary world (Dumfart & Neubauer, 2016). Maintaining a disciplined schedule, plan and study space free of clutter are among the study approaches that aid conscientious students. Similarly, attempting something novel and examining an already-completed assignment once more, being open to new ideas and keeping meticulous notes can boost their academic success.
Personality may indirectly influence learning through attitudes and motivation, which shape specific educational ideas, learning investments, and personal learning methods. Thus, personality traits reflect learning preferences, which inspire learning approaches and result in a particular learning outcome. Conscientiousness and openness are the two personality traits that have the highest impact on academic achievement (Jung et al., 2017). Conscientiousness is generally an essential ingredient for success. Goal-oriented individuals are conscientious and give goal-setting some thought. They create a strategy for achieving them through techniques like mental contrasting to ensure they succeed. They can select realistic goals and increase their commitment to reaching them with the aid of such a procedure.
References
Alkış, N., & Temizel, T. T. (2018). The impact of motivation and personality on academic performance in online and blended learning environments. Journal of Educational Technology & Society, 21(3), 35-47.
Dumfart, B., & Neubauer, A. C. (2016). Conscientiousness is the most powerful noncognitive predictor of school achievement in adolescents. Journal of individual Differences, 37(1), 8.
Jung, K. R., Zhou, A. Q., & Lee, R. M. (2017). Self-efficacy, self-discipline and academic performance: Testing a context-specific mediation model. Learning and Individual Differences, 60, 33-39.
Kassarnig, V., Mones, E., Bjerre-Nielsen, A., Sapiezynski, P., Dreyer Lassen, D., & Lehmann, S. (2018). Academic performance and behavioral patterns. EPJ Data Science, 7, 1-16.
Kim, S., Fernandez, S., & Terrier, L. (2017). Procrastination, personality traits, and academic performance: When active and passive procrastination tell a different story. Personality and Individual differences, 108, 154-157.
Stajkovic, A. D., Bandura, A., Locke, E. A., Lee, D., & Sergent, K. (2018). Test of three conceptual models of influence of the big five personality traits and self-efficacy on academic performance: A meta-analytic path-analysis. Personality and individual differences, 120, 238-245.