성격의 "5가지"요인과 학업 수행능력과의 관계

A Meta-Analysis of the Five-Factor Model of Personality and Academic Performance

Arthur E. Poropat

Griffith University

This article reports a meta-analysis of personality–academic performance relationships, based on the 5-factor model, in which cumulative sample sizes ranged to over 70,000. Most analyzed studies came from the tertiary level of education, but there were similar aggregate samples from secondary and tertiary education. There was a comparatively smaller sample derived from studies at the primary level. 

다섯 가지 특징 

외향성(Extroversion vs. Introversion), 

개방성(Openness vs. Non-openness), 

동조성(Agreeableness vs. Antagonism), 

성실성(Conscientiousness vs. Undirectedness), 

신경성(Neuroticism vs. Emotional Stability)

다섯 가지 중 학업수행능력과 유의미하게 관련이 있는 것은 동조성, 성실성, 개방성이었다.

Academic performance was found to correlate significantly with Agreeableness, Conscientiousness, and Openness. Where tested, correlations between Conscientiousness and academic performance were largely independent of intelligence. 

When secondary academic performance was controlled for, Conscientiousness added as much to the prediction of tertiary academic performance as did intelligence. Strong evidence was found for moderators of correlations. 

Academic level (primary, secondary, or tertiary), average age of participant, and the interaction between academic level and age significantly moderated correlations with academic performance. Possible explanations for these moderator effects are discussed, and recommendations for future research are provided.

Conclusion

In their review, De Raad and Schouwenburg (1996) concluded that “personality usually comes at the bottom of the list of theorizing” (p. 328) about learning and education. The results of this meta-analysis indicate that personality should take a more prominent place in future theories of academic performance and not merely as an adjunct to intelligence. This research has demonstrated that the optimism of earlier researchers on academic performance–personality relationships was justified; personality is definitely associated with academic performance. At the same time, the results of this research have provided further evidence of the validity of the lexical hypothesis and have established a firm basis for viewing personality as an important component of students’ willingness to perform. And, just as with work performance, Conscientiousness has the strongest association with academic performance of all the FFM dimensions; its association with academic performance rivaled that of intelligence except in primary education. Yet the complications highlighted by the moderator analyses indicate that the relationship between personality and academic performance must be understood as a complex phenomenon in its own right.

Future considerations of individual differences with respect to academic performance will need to consider not only the g factor of intelligence but also the w factor of Conscientiousness. However, the strength of the various moderators examined in this meta-analysis shows that, although it can be stated that personality is related to academic performance, any such statement must be subject to qualifications relating to academic level, age, and the interaction between these variables, and most likely also to range restriction. The degree of heterogeneity identified within the samples indicates that there are likely to be further substantial moderators to be identified. Although the role of personality in academic performance may be both statistically and practically significant, it is also subtle and complex. As such, it is will require much further exploration.

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Psychol Bull. 2009 Mar;135(2):322-38. doi: 10.1037/a0014996.

A meta-analysis of the five-factor model of personality and academic performance.

Poropat AE.

Author information

Abstract

This article reports a meta-analysis of personality-academic performance relationships, based on the 5-factor model, in which cumulative sample sizes ranged to over 70,000. Most analyzed studies came from the tertiary level of education, but there were similar aggregate samples from secondary and tertiary education. There was a comparatively smaller sample derived from studies at the primary level. Academic performance was found to correlate significantly with Agreeableness, Conscientiousness, and Openness. Where tested, correlations between Conscientiousness andacademic performance were largely independent of intelligence. When secondary academic performance was controlled for, Conscientiousness added as much to the prediction of tertiary academic performance as did intelligence. Strong evidence was found for moderators of correlations.Academic level (primary, secondary, or tertiary), average age of participant, and the interaction between academic level and age significantly moderated correlations with academic performance. Possible explanations for these moderator effects are discussed, and recommendations for future research are provided.

(c) 2009 APA, all rights reserved.

PMID:

 

19254083

 

[PubMed - indexed for MEDLINE]