Conscientiousness Drives Academic Success, But Outgoing Students Lag
A sweeping reanalysis of 84 studies involving 45,000 university students confirms that conscientiousness is the dominant personality predictor of grades—but reveals an unexpected finding: extroversion correlates with lower academic performance. For institutions designing student support programs and employers predicting job readiness, these results suggest personality-based interventions may need rethinking.
Originaltitel: Revisiting the big five–academic performance association: a one-stage meta-analytic structural equation modeling reanalysis of 84 studies
Previous meta-analyses have consistently identified Conscientiousness as a robust predictor of academic performance, while findings for the other Big Five traits have been mixed or inconclusive. However, most existing meta-analytic evidence is based on zero-order correlations and does not account for the substantial intercorrelations among personality traits. Using a one-stage meta-analytic structural equation modeling (MASEM) approach, the present study reanalyzes data from 84 studies of university students (total N = 45,477) compiled in a previous meta-analysis to examine the unique associations between the Big Five traits and academic performance while explicitly modeling their shared variance. Conscientiousness remained the strongest predictor ( β = 0.199, p < 0.001). Extraversion showed a significant negative association ( β = −0.062, p < 0.001), whereas Agreeableness ( β = 0.034, p = 0.046) and Openness ( β = 0.060, p < 0.001) showed small positive associations. Neuroticism was not significant ( β = −0.006, p = 0.771). Overall, the pattern is broadly consistent with prior meta-analytic evidence, but the structural model reveals a unique negative association for Extraversion that is not evident in zero-order correlations. This highlights the value of modeling the Big Five jointly when drawing inferences about personality–achievement relations.