<h4>Introduction</h4>Personality plays a crucial role in shaping the behavior of college students, impacting their academic performance, career prospects, and social relationships. This study examined the influence of the big five personality dimensions on students' academic performance, specifically their grade point average (GPA).<h4>Methods</h4>A purposive sampling method was used to analyze 384 students (220 males and 164 females) aged between 16 and 21 years from different family backgrounds (joint and nuclear families). Data were collected and analyzed using Statistical Package of Social Science (SPSS), categorizing students based on their GPA (<7 and >7) and assessing their personality traits.<h4>Results</h4>Students with high conscientiousness demonstrated significantly better academic performance than those with high openness, agreeableness, extroversion, or neuroticism. While openness, extroversion, and agreeableness showed similar results, neuroticism harmed GPA.<h4>Discussion</h4>These findings suggest that conscientiousness is a strong predictor of academic success, which is consistent with prior research on self-discipline and goal-setting. This study highlights the importance of personality traits in educational outcomes, which can be useful for academic counseling and student development programs.

Against the backdrop of global labor market volatility, Job Search Self-Efficacy (JSSE) is critical for job seekers' persistence and success. Guided by Social Cognitive Theory (SCT) and Social Cognitive Career Theory (SCCT), this scoping review synthesizes 22 empirical studies (2019-February 2025) to address three core questions: JSSE's antecedents, intervention mechanisms, and consequences. The results showed the following: (1) antecedents concentrated on individual traits (e.g., career adaptability, emotional intelligence) and contextual support (e.g., mentoring, positive job search events); (2) intervention mechanisms were dominated by simple mediation (e.g., JSSE mediating perceived employability and job search behavior) and single moderation (e.g., extraversion moderating JSSE-success links); and (3) consequences focused almost exclusively on short-term outcomes (e.g., job search intensity, job offers). Key gaps include homogeneous samples (over-reliance on university students), methodological limitations (dominant cross-sectional designs), and understudied long-term career/emotional consequences. This review strengthens the JSSE's theoretical connection to SCT/SCCT and provides targeted guidance for interventions while outlining directions for more inclusive and rigorous future research.

Abstract Existing meta-analyses of Big Five personality traits and academic achievement have pooled face-to-face, blended, and online samples without testing delivery mode as a moderator. This pre-registered systematic review and meta-analysis is the first quantitative synthesis dedicated to online learning environments. Following PRISMA 2020 standards, 31 primary studies reporting Big Five (or HEXACO) personality and academic achievement in online, blended, or MOOC environments were synthesized. Ten studies (pooled N = 3,384) contributed direct Pearson correlations to the primary achievement pool, analysed with random-effects meta-analysis using Hartung-Knapp-Sidik-Jonkman adjustment on the Fisher z scale. Conscientiousness was the strongest predictor (pooled r = .167, 95% CI [.089, .243]; I² = 65.1%), followed by Agreeableness ( r = .112 [− .031, .250]), Openness ( r = .086 [− .044, .214]), Neuroticism ( r = .018), and Extraversion ( r = .002). Two pre-registered moderator effects were highly significant: Extraversion × Region (Asian samples r = − .131 vs. non-Asian r = .050; Q_between = 46.43, p &lt; .001) and Extraversion × Outcome Type (objective r = − .038 vs. self-rated r = .117; Q_between = 17.30, p &lt; .001). Findings provide preliminary support for the Personality-Achievement Saturation Hypothesis extended to technology-mediated learning and document novel cultural- and outcome-type-dependent shifts in the Extraversion-achievement link. GRADE confidence ranged from Moderate (Conscientiousness, Extraversion) to Low (Openness, Agreeableness, Neuroticism). Online learning modifies, but does not fundamentally transform, the established personality-achievement pattern; the most theoretically important divergences concern Extraversion and are structured by cultural context and outcome methodology.

Effective communication is a foundational competency for healthcare professionals, directly impacting clinical safety and interprofessional collaboration. This study investigated the impact of the Big Five personality traits (openness to experience, conscientiousness, extraversion, agreeableness, and neuroticism) on the communication skills of future medical practitioners. A cohort of 139 male pre-medical/health sciences students completed the 44-item Big Five Inventory (BFI-44) alongside academic writing and oral presentation tasks. Spearman’s rho correlation analyses revealed that openness to experience and extraversion were associated with success in both writing and speaking. Openness demonstrated significant positive correlations with writing (r = 0.292, p < 0.001) and oral skills (r = 0.310, p < 0.001), while extraversion also correlated significantly with both modalities. In contrast, conscientiousness, agreeableness, and neuroticism did not significantly correlate with performance in these specific communicative tasks. Additionally, a strong positive correlation (r = 0.500, p < 0.001) was identified between writing and oral proficiency, which suggests that these competencies may share underlying cognitive processes. These results highlight the critical role of non-cognitive factors in medical education and indicate that identifying stable personality profiles can help educators provide targeted support for the diverse communicative needs of pre-medical students.

A review of 13 years of research into antecedents of university students' grade point average (GPA) scores generated the following: a comprehensive, conceptual map of known correlates of tertiary GPA; assessment of the magnitude of average, weighted correlations with GPA; and tests of multivariate models of GPA correlates within and across research domains. A systematic search of PsycINFO and Web of Knowledge databases between 1997 and 2010 identified 7,167 English-language articles yielding 241 data sets, which reported on 50 conceptually distinct correlates of GPA, including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually overlapping but distinct research domains: (a) personality traits, (b) motivational factors, (c) self-regulatory learning strategies, (d) students' approaches to learning, and (e) psychosocial contextual influences. We retrieved 1,105 independent correlations and analyzed data using hypothesis-driven, random-effects meta-analyses. Significant average, weighted correlations were found for 41 of 50 measures. Univariate analyses revealed that demographic and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and A level scores. Three non-intellective constructs also showed medium-sized correlations with GPA: academic self-efficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy, which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment, and intervention design are discussed.

This study examines the relationship of internet addiction with personality, academic performance, and internet self-efficacy in the context of higher education. In addition, the study investigates the relationship between two questionnaires that measure internet addiction: the internet addiction test () and the online cognition scale (OCS). The study sample was 110 Greek female students at their second year of studies in educational sciences. Participants completed the following questionnaires: internet self-efficacy (ISE), Big Five personality test (Big Five), internet addiction test (IAT) and online cognition scale (OCS). Questions on participants' demographics and internet usage experience were also used. A moderate negative significant correlation was found between personality and internet addiction. The highest magnitude of this negative correlation was observed for the Big Five emotional stability trait. Internet addiction did not significantly correlate with academic performance, nor did it significantly correlate with internet self-efficacy. Moreover, no significant correlation was found between academic performance and internet self-efficacy. Finally, a strong positive significant correlation was found between IAT and OCS.

"We investigate several possible links between psychological factors and trading performance in a sample of 80 anonymous day-traders. Using daily emotional-state surveys over a five-week period as well as personality inventory surveys, we construct measures of personality traits and emotional states for each subject and correlate these measures with daily normalized profits-and-losses records. We find that subjects whose emotional reaction to monetary gains and losses was more intense on both the positive and negative side exhibited significantly worse trading performance. Psychological traits

The relationship between personal development and mastery of instructional skills in a preservice teacher education program was studied. The sample of 80 students were in elementary, early childhood, and special education programs. Questions posed were: (1) How well do the personal development instruments describe the students? (2) Are there relationships between personal development variables and instructional skill variables? and (3) Which students have extreme ratings of identity and anxiety, and how are these related to their self-ratings on instructional skill variables? The students varied widely on the three personal development variables of identity achievement, state anxiety, and trait anxiety. Personal development variables correlated consistently but moderately with each other, but the only personal development variable to correlate significantly with instructional skill was trait anxiety, and the only instructional skill to appear consistently in this relationship was classroom management. Students with high identity achievement and low anxieties usually began confidently, realized early success, and made great progress. Students with low identity achievement and high anxieties tended to be slow starters, lacking in confidence and the ability to control children, making progress in spurts rather than gradually, and succeeding only toward the end of student teaching. (Author/JD)