1. The Influence of Personality Traits on University Performance: Evidence from Italian Freshmen Students
- Author
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Silvia D'Arrigo, Luca Corazzini, Emanuele Millemaci, and Pietro Navarra
- Subjects
Male ,European People ,Students, Medical ,Emotions ,Social Sciences ,Academic Skills ,Sociology ,Academic Performance ,Psychology ,Ethnicities ,Big Five personality traits ,Settore SECS-P/01 - Economia Politica ,media_common ,Schools ,Multidisciplinary ,Italian People ,Italy ,Educational Status ,Medicine ,Female ,Noncognitive skills, Personality traits, Educational attainment, Economic Psychology ,Social psychology ,Personality ,Research Article ,Adult ,Universities ,Higher education ,Science ,media_common.quotation_subject ,Affect (psychology) ,Education ,Young Adult ,Openness to experience ,Humans ,Students ,Personality Traits ,Selection bias ,Academic year ,business.industry ,Cognitive Psychology ,Biology and Life Sciences ,Conscientiousness ,Educational attainment ,People and Places ,Cognitive Science ,Population Groupings ,business ,Undergraduates ,Neuroscience - Abstract
Despite several attempts to provide a definite pattern regarding the effects of personality traits on performance in higher education, the debate over the nature of the relationship is far from being conclusive. The use of different subject pools and sample sizes, as well as the use of identification strategies that either do not adequately account for selection bias or are unable to establish causality between measures of academic performance and noncognitive skills, are possible sources of heterogeneity. This paper investigates the impact of the Big Five traits, as measured before the beginning of the academic year, on the grade point average achieved in the first year after the enrolment, taking advantage of a unique and large dataset from a cohort of Italian students in all undergraduate programs containing detailed information on student and parental characteristics. Relying on a robust strategy to credibly satisfy the conditional independence assumption, we find that higher levels of conscientiousness and openness to experience positively affect student score.
- Published
- 2020