Personality traits and abilities as predictors of academic achievement

Abstract

The purpose of this study was to demonstrate the respective effects of cognitive abilities and personality traits on academic achievement. The subjects were 141 sixth-grade French adolescents (mean age: 12) who took three cognitive tests (g factor, numerical ability, and spatial ability) and answered a personality questionnaire based on the Big Five Model. Path analyses indicated that Openness-intellect had an effect on junior high school achievement in all disciplines, with most effects being indirect ones mediated by verbal achievement (French). Neuroticism-anxiety also had an effect, although not as marked and mainly on mathematics. Personality is complementary to abilities in predicting academic achievement. Possible conceptual extensions and field applications are addressed in the conclusion.