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ERIC Number: EJ1145194
Record Type: Journal
Publication Date: 2012-Jan
Abstractor: As Provided
Conscientiousness and Academic Performance: A Mediational Analysis
Conrad, Nicole; Patry, Marc W.
International Journal for the Scholarship of Teaching and Learning, v6 n1 Article 8 Jan 2012
Previous research has established that a relationship exists between the personality trait of conscientiousness and academic achievement. The current study extends prior research by using a path analysis model to explore various proximal traits that may mediate this relationship in a sample of two hundred and twenty three undergraduate university students. Consistent with previous research, a strong positive relationship was found between conscientiousness and academic performance as measured by final grades. Of greater importance, two factors were found to mediate this relationship: Academic Self-Efficacy and Test Anxiety. The current study illustrates the complex nature of the relation between personality traits and academic achievement and indicates that personality likely has a distal effect on academic performance through more proximal characteristics.
Descriptors: Academic Achievement, Personality Traits, Path Analysis, Undergraduate Students, Self Efficacy, Test Anxiety, Teaching Methods, Personality Measures, Learning Strategies, Questionnaires, College Students, Psychology, Likert Scales, Cognitive Ability, Individual Characteristics, Individual Differences, Self Motivation, Regression (Statistics), Statistical Analysis
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: firstname.lastname@example.org; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: NEO Five Factor Inventory; Motivated Strategies for Learning Questionnaire; Study Process Questionnaire