| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 364777 | Learning and Individual Differences | 2014 | 9 Pages |
•First meta-analysis of other-rated, FFM-specific measures with academic performance•FFM has some of the strongest correlations with academic performance ever reported.•GPA correlations with Conscientiousness exceeded those with intelligence.•Teacher-rated personality is as valid as parent- or peer-rated personality.•Teacher- and peer-rated personality should be used to guide education & development.
Considerable gaps remain in teachers' and students' understanding of factors contributing to learning and educational outcomes, including personality. Consequently, current knowledge about personality within educational settings was reviewed, especially its relationships with learning activities and academic performance. Personality dimensions have previously been shown to be related to learning strategies and activities, and to be reliably correlated with academic performance. However, personality is typically self-rated, introducing methodological disadvantages associated with informational and social desirability biases. A meta-analysis of other-rated personality demonstrated substantially higher correlations of academic performance with all of the dimensions of the Five-Factor Model of personality, which were not accounted for by associations with intelligence. The combined association of academic performance with all of the Five-Factor Model dimensions was one of the largest so far reported in education. The findings have implications for personality measurement. Teachers are able to assess students' personalities to match educational activities to student dispositions, while students' development of learning capacities can be facilitated by feedback on how their personalities are linked with effective learning.
