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ERIC Number: EJ1145194
Record Type: Journal
Publication Date: 2012-Jan
Pages: 16
Abstractor: As Provided
Reference Count: 56
ISBN: N/A
ISSN: EISSN-1931-4744
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.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: NEO Five Factor Inventory; Motivated Strategies for Learning Questionnaire; Study Process Questionnaire