PERSONALITY AND STUDENTS' ACADEMIC ACHIEVEMENT: INTERACTIVE EFFECTS OF CONSCIENTIOUSNESS AND AGREEABLENESS ON STUDENTS' PERFORMANCE IN PRINCIPLES OF ECONOMICS
In: Social behavior and personality: an international journal, Band 34, Heft 4, S. 381-388
ISSN: 1179-6391
The relationship of psychological types of agreeableness and conscientiousness and their interactive effects among students with their academic performance in the course were investigated. On the basis of data from 105 students in an introductory economics course, results indicated
that conscientiousness (r = .413), agreeableness (r = .335), and interaction of agreeableness and conscientiousness (r =. 364) were all significantly related to students' performance in the course. Consistently with our expectations, students high in conscientiousness
and agreeableness performed better than did those low in conscientiousness and agreeableness. Implications and directions for future research are noted.