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When comparing gender, the connection between conscientiousness and academic performance is fully facilitated by effort. Females have higher levels of conscientiousness and academic performance when compared to males (Berings, De Feyter, Van den Broeck, Brebels, & Proost, 2013). Therefore, females study more in comparison to their male peers and can generally be described as being more organised, disciplined and motivated to achieve. These vital traits of conscientiousness result in high levels of academic effort and are the determinants for females having higher levels of academic performance. While conscientiousness can predict the difference of academic performance by gender, openness, agreeableness and neuroticism can only predict
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Academic performance is positively impacted by conscientiousness due to the high motivation to achieve (De Feyter, Caers, Vigna, & Berings, 2012) that is assisted by their discipline and organisation. Their motivation being able to be defined as both intrinsic and extrinsic. Intrinsic motivation, acting a certain way because you enjoy doing so, is positively related to openness due to the enjoyment of learning and intellectual curiosity found in students with this personality (Komarraju, Karau, & Schmeck, 2009). On the other hand, more positively related with extrinsic motivation are extroverts who are more likely to behave in a way in which they will receive something they want in return. An extroverted university student will see their university degree as being needed in order to fulfil their strong social needs (Komarraju, Karau, & Schmeck, 2009), therefore the extrinsic motivation they experience is what drives their study. Another factor that can influence the academic performance of a student, is the learning style used due to particular learning styles requiring the strengths and traits of certain …show more content…
When comparing the learning styles of methodical study, synthesis analysis, elaborative processing and fact retention with the five personalities, conscientiousness was found to be vital for all of the styles (Komarraju, Karau, Schmeck, & Avdic, 2011). Discipline and organisation of conscientious students (Komarraju, Karau, & Schmeck, 2009) enable effective learning methods, especially the two learning styles of methodical study and synthesis analysis that have the highest positive correlation with both conscientiousness and GPA. These two learning styles complement the traits of conscientious students which when paired with motivation, result in the highest academic performance of all five personalities (Komarraju, Karau, Schmeck, & Avdic, 2011), the extreme opposite of

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