How do the big five influence scholastic performance? A big five-narrow traits model or a double mediation model

• The specific process regarding how the Big Five influence scholastic performance is investigated.
• Data from a large Chinese sample is used (N = 836).
• Our findings strongly support the Big Five-Narrow Traits model.
• Our findings provide support for the analysis level model of personality and surface-core traits theory.
• Our study emphasizes the importance of considering specific subjects when predicting scholastic performance.

The current study develops the Big Five-Narrow Traits Model [B5NT] suggesting a general mechanism by which the Big Five affects scholastic performance. Moreover, the B5NT is compared to the Double Mediation Model that was also suggested to explain said mechanism. In both models self-beliefs (i.e., subject-specific self-efficacy and subject-specific self-concept) and learning approaches are seen as relevant mediators, but are sequenced differently. Data were collected from 836 Chinese secondary school students. The results strongly support the B5NT. Across three subjects (Mathematics, Chinese, English), subject-specific self-concept significantly mediated the influences of Openness and Conscientiousness on grades while a surface-learning approach mediated the influences of Openness, Extraversion, and Neuroticism. A deep-learning approach also significantly mediated the relations of Openness and Conscientiousness with grades but only in Mathematics and Chinese. In addition, Neuroticism also influenced Math grades via Math self-concept. Agreeableness did not predict grades directly or indirectly. Implications are discussed, along with limitations and suggestions for future research.