Gender Differences in Personality Traits in Relation to Academic Performance
DOI:
https://doi.org/10.52634/mier/2020/v10/i1/1356Keywords:
Personality Traits, Academic Performance, Gender Difference.Abstract
The study attempted to explore the impact of personality traits on academic performance with regards to gender differences. A primary study was conducted on a sample size of 666 students (453 males and 213 females). Using Mann-Whitney analysis, it was found that different personality traits impact the academic performance of students for both boys and girls. Extraversion, Conscientiousness Agreeableness and Emotional Stability were found to influence the academic performance of male students. On the other hand, Openness influenced the academic performance of female students. Conscientiousness was the only trait to influence the academic performance of both male as well as female students.
Downloads
Download data is not yet available.
Metrics
Metrics Loading ...
Downloads
Published
2020-05-01
How to Cite
Dur Khan. (2020). Gender Differences in Personality Traits in Relation to Academic Performance. MIER Journal of Educational Studies Trends and Practices, 10(1), 124–137. https://doi.org/10.52634/mier/2020/v10/i1/1356
Issue
Section
Articles
License
Copyright (c) 2021 Dur Khan
This work is licensed under a Creative Commons Attribution 4.0 International License.
The articles published in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) are distributed under the terms of the Creative Commons Attribution License (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
- Copyright on any open access article in the MIER Journal of Educational Studies, Trends and Practics (MJESTP) published by Model Institute of Education and Research (MIER) is retained by the author(s).
- Author(s) grant MIER a license to publish the article and identify himself/herself/themselves as the original publisher.
- Authors also grant any third party the right to use the article freely as long as its integrity is maintained and its original authors, citation details and publisher are identified.
- The Creative Commons Attribution License 4.0 formalizes these and other terms and conditions of publishing articles.
References
Al-Naim, A., Al Rashed, A., Aleem, A., Khan, A., Ali, S. & Bogam, R. (2016). Personality traits and academic performance of medical students in Al-Ahsa, Saudi Arabia. International Journal of Scientific Research, 5(4), 425-427.
Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44(1), 126.
Buju, S. (2013). Personality profile of students with technical academic performance. Procedia -Social and Behavioural Sciences, 78(1), 56-60. doi: 10.1016/j.sbspro.2013.04.25.
Colquitt, J., Le-Pine, J., & Wesson, M. (2009). Organizational behaviour: Improving performance and commitment in the workplace. New York: McGraw-Hill, Irwin.
Corr, P.J., & Matthews, G. (2009). The cambridge handbook of personality psychology. UK: Cambridge University Press.
Chow, P.H. (2010). Predicting academic success and psychological wellness in a sample of canadian undergraduate students. Electronic Journal of Research in Educational Psychology, 8(2), 473-496.
Costa, P. T., & McCrae, R. R. (1992). Four ways five factors are basic. Personality and Individual Differences, 13, 653–665. doi: 10.1016/01918869(92)90236-i.
Eyong, E. I., David, B. E., & Umoh, A. J. (2014). The influence of personality trait on the academic performance of secondary school students in Cross River State, Nigeria. IOSR Journal of Humanities and Social Science, 19(3), 12-19.
Farsidesa, & Woodfield. (2002). Individual differences and undergraduate academic success: the roles of personality, intelligence, and application. Personality and Individual Differences, 34, 1225–1243.
Friedman, H.S. & Schustack, M.W. (2016). Personality: Classic theories and modern research. Pearson.
Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological Assessment, 4(1), 26.
Kinicki. (2008). Organizational behaviour: Core concepts. New York: McGrawHill Irwin.
Goldberg, L. R. (1993). The structure of phenotypic personality traits. American Psychologist. 48, 26–34. doi:10.1037/0003-066x.48.1.26. PMID 8427480.
Hakimi, S., Hejazi, E., & Masoud, G. (2011), The relationships between personality traits and students' academic achievement. Procedia Social and Behavioural Sciences, 29(1), 836-84. https://doi.org/ 10.1016 / j.sbsproul.2011.11.312.
Mischel, W. (2004) Toward an integrative model for CBT: Encompassing behaviour, cognition, affect, and process. Behaviour Therapy, 35(1), 185-203.
John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative Big Five trait taxonomy: History, measurement, and conceptual issues. Handbook of Personality: Theory and Research. 3rd ed., 114–158. New York: Guilford.
Komarraju, S.J., Karau, R.R., Schmeck, A. & Avdic. (2011). The big five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51(1), 472-477.
Litvinova, A., Balarabe, M., & Mohammed, A. I. (2015). Influence of personality traits and age on academic self-handicapping among undergraduate students of Ahmadu Bello University, Zaria, Nigeria. Psychology, 6(1), 1995-2003.
McCrae, R. R., & Costa, P. (1987). Validation of the five-factor model across instruments and observers. Journal of Personality and Social Psychology, 52(1), 81-90. doi:10.1037/0022-3514.52.1.81. PMID 3820081.
Nguyen, N. T., Allen L.C., & Fraccastoro, K. (2005). Personality predicts academic performance: Exploring the moderating role of gender. Journal of Higher Education Policy and Management, 27(1), 105-117. doi: 10.1080/13600800500046313.
Neesha, T. K., Minal, M., Kirtana, D., & Varun, K. (2017). Personality, achievement motivation and academic performance among sojourn students. Guru Journal of Behavioural and Social Sciences, 5 (1), 631-638.
Noftle, E.E., & Robins, R.W. (2007). Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93(1), 116–130.
Nyarko, K., Kugbey, N., Amissah, C., Nyarko, M., & Dedzo, B. (2016). The influence of the big five personality and motivation on academic achievement among university students in Ghana. British Journal of Education, Society and Behavioural Science, 13(2), 1-7.
O'Connor, B. (2002). A quantitative review of the comprehensiveness of the five-factor model in relation to popular personality inventories. Assessment, 9(2), 188–203. doi: 10.1177/1073191102092010.
O'Connor, M., & Paunonen, S. (2007). Big five personality predictors of postsecondary academic performance. Personality and Individual Differences, 43, 971–990.
Poropat, A.E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135(2), 322–338.
Saucier, G., & Goldberg, L.R. (1996). The language of personality: Lexical perspectives on the five-factor model. In J.S. Wiggins (Ed.), The fivefactor model of personality: Theoretical perspectives. New York: Guilford.
Saul, K. (2003). Psychology. USA: Prentice-Hall, Inc.
Uma, S., & Roger, B. (2015). Research methods for business: A skill-building approach. John Wiley and Sons.
Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44(1), 126.
Buju, S. (2013). Personality profile of students with technical academic performance. Procedia -Social and Behavioural Sciences, 78(1), 56-60. doi: 10.1016/j.sbspro.2013.04.25.
Colquitt, J., Le-Pine, J., & Wesson, M. (2009). Organizational behaviour: Improving performance and commitment in the workplace. New York: McGraw-Hill, Irwin.
Corr, P.J., & Matthews, G. (2009). The cambridge handbook of personality psychology. UK: Cambridge University Press.
Chow, P.H. (2010). Predicting academic success and psychological wellness in a sample of canadian undergraduate students. Electronic Journal of Research in Educational Psychology, 8(2), 473-496.
Costa, P. T., & McCrae, R. R. (1992). Four ways five factors are basic. Personality and Individual Differences, 13, 653–665. doi: 10.1016/01918869(92)90236-i.
Eyong, E. I., David, B. E., & Umoh, A. J. (2014). The influence of personality trait on the academic performance of secondary school students in Cross River State, Nigeria. IOSR Journal of Humanities and Social Science, 19(3), 12-19.
Farsidesa, & Woodfield. (2002). Individual differences and undergraduate academic success: the roles of personality, intelligence, and application. Personality and Individual Differences, 34, 1225–1243.
Friedman, H.S. & Schustack, M.W. (2016). Personality: Classic theories and modern research. Pearson.
Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological Assessment, 4(1), 26.
Kinicki. (2008). Organizational behaviour: Core concepts. New York: McGrawHill Irwin.
Goldberg, L. R. (1993). The structure of phenotypic personality traits. American Psychologist. 48, 26–34. doi:10.1037/0003-066x.48.1.26. PMID 8427480.
Hakimi, S., Hejazi, E., & Masoud, G. (2011), The relationships between personality traits and students' academic achievement. Procedia Social and Behavioural Sciences, 29(1), 836-84. https://doi.org/ 10.1016 / j.sbsproul.2011.11.312.
Mischel, W. (2004) Toward an integrative model for CBT: Encompassing behaviour, cognition, affect, and process. Behaviour Therapy, 35(1), 185-203.
John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative Big Five trait taxonomy: History, measurement, and conceptual issues. Handbook of Personality: Theory and Research. 3rd ed., 114–158. New York: Guilford.
Komarraju, S.J., Karau, R.R., Schmeck, A. & Avdic. (2011). The big five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51(1), 472-477.
Litvinova, A., Balarabe, M., & Mohammed, A. I. (2015). Influence of personality traits and age on academic self-handicapping among undergraduate students of Ahmadu Bello University, Zaria, Nigeria. Psychology, 6(1), 1995-2003.
McCrae, R. R., & Costa, P. (1987). Validation of the five-factor model across instruments and observers. Journal of Personality and Social Psychology, 52(1), 81-90. doi:10.1037/0022-3514.52.1.81. PMID 3820081.
Nguyen, N. T., Allen L.C., & Fraccastoro, K. (2005). Personality predicts academic performance: Exploring the moderating role of gender. Journal of Higher Education Policy and Management, 27(1), 105-117. doi: 10.1080/13600800500046313.
Neesha, T. K., Minal, M., Kirtana, D., & Varun, K. (2017). Personality, achievement motivation and academic performance among sojourn students. Guru Journal of Behavioural and Social Sciences, 5 (1), 631-638.
Noftle, E.E., & Robins, R.W. (2007). Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93(1), 116–130.
Nyarko, K., Kugbey, N., Amissah, C., Nyarko, M., & Dedzo, B. (2016). The influence of the big five personality and motivation on academic achievement among university students in Ghana. British Journal of Education, Society and Behavioural Science, 13(2), 1-7.
O'Connor, B. (2002). A quantitative review of the comprehensiveness of the five-factor model in relation to popular personality inventories. Assessment, 9(2), 188–203. doi: 10.1177/1073191102092010.
O'Connor, M., & Paunonen, S. (2007). Big five personality predictors of postsecondary academic performance. Personality and Individual Differences, 43, 971–990.
Poropat, A.E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135(2), 322–338.
Saucier, G., & Goldberg, L.R. (1996). The language of personality: Lexical perspectives on the five-factor model. In J.S. Wiggins (Ed.), The fivefactor model of personality: Theoretical perspectives. New York: Guilford.
Saul, K. (2003). Psychology. USA: Prentice-Hall, Inc.
Uma, S., & Roger, B. (2015). Research methods for business: A skill-building approach. John Wiley and Sons.
