Learning Strategy, Personality Traits and Academic Achievement of University Students

Abstract

Several experts (Paunonen & Ashton, 2001, Laidra, Pullmann, & Allik, 2007, Komarraju et al., 2011 and others) noted a significant correlation between learning styles, personality traits and academic achievement. We decided to find out what is the relation between the Big Five personality traits (Openness, Conscientiousness, Extraversion, Agreeableness, Neuroticism) and different preferred learning strategies (Deep Processing, Elaborative Processing, Fact Retention, Methodical Study) and academic achievement (measured by GPA and success at the state final examination). The sample included 254 graduates of the first cycle degree programs at Constantine the Philosopher University in Nitra. We found a significant relation of all four learning strategies with academic achievement and positive relation with personality traits Openness, Conscientiousness with academic achievement of university students. Conscientiousness and Openness appears to facilitate a variety of effective learning strategies and may be especially useful traits for attaining high levels of academic achievement.