How Personality Influences Academic Performance


Personality refers to the distinctive emotions and behaviors, emotions, and actions that distinguish one individual from another. Character is said to emerge from within an individual and stay fairly consistent throughout life. Personality interpretations can concentrate on a wide range of variables, from clinical syndromes for personality characteristics to the environment’s impact, including creating an individual’s attitude. This paper was written to identify the influence of personality on academic performance.


The term “personality” has been described in many ways, but as a theoretical concept, it has evolved into two main definitions. The first has to do with the constant variation that occurs across individuals. From this perspective, research in psychology is focused on identifying and understanding the generally stable mental characteristics of an individual (Rothe, 2017). The second interpretation emphasizes the features that unite all individuals and separate the psychological person from other species. It prompts the character theorist to search among all people for constants that characterize the nature of mankind, as well as elements that influence people’s life paths. In my opinion, the second definition clearly describes my idea of ​​personality.

Personality Traits

Personality characteristics are the distinctive characteristics of the ideas, emotions, and behaviors that people display. Personal qualities suggest stability and consistency; someone who values ​​a certain trait highly, such as openness to experience, is likely to be friendly in various contexts and throughout time (Roberts, 2018). In my experience, I have noticed that many people most often differ from each other only because they live in different environments. Thus, a psychological trait is based on the premise that people differ from each other depending on where they are in a list of fundamental characteristics that persist over time and under different conditions. Personality characteristics differ in that they reflect a sequential distribution rather than individual traits (Roberts, 2018). This means that when behavioral scientists discuss introverts and extroverts, they are not referring to two unique types of people that are absolutely and fundamentally different from each other. Alternatively, they mean people with fairly low or very high scores on a continuous scale. I personally consider myself an extrovert, but this does not prevent me from understanding introverts, despite the supposedly different basis of character.

Personality qualities have been shown to predict learning achievement and accomplishment. Perseverance, industriousness, and talkativeness are examples of behavioral inclinations represented in personality qualities that might affect specific behaviors that affect academic accomplishment (Roberts, 2018). Conscientiousness is presented as a determinant of performance, as previously stated. People who are genuinely driven experience curiosity and delight, as well as a sense of competence and self-determination. Extrinsically motivated people, on the other hand, see their actions as a result of external influences.

Personality Traits Influence on Academic Performance

My personality traits of neuroticism and anxiousness influenced my academic performance heavily by making me more adherent to assignment deadlines and tasks. Any possibility of failure results in major stress, which forces me to perform my academic responsibilities. While intellectual function is the best predictor of grades and overall academic success, temperament is just as important. Their main tenet was that homework mediates the influence of temperament on academic achievement (Pekrun et al., 2017). Students who are more self-disciplined and cooperative spend more time on homework. I cannot say that I am fully self-disciplined, which can sometimes cause me anxiety because I do not have time to complete the tasks I have received. Anxiety can be defined as underachievement caused by uncertainty and tension, where actions seem difficult or must be performed in stressful situations. Ambient pressure is described as the need for increased stress and complex actions in order to achieve maximum performance. However, the pressure from others does not negatively affect me and only causes additional motivation. Motivation to study is described as the desire to acquire new knowledge and abilities, as well as the desire to study for personal growth.

The content of education should correspond not only to the depth of understanding and competence. But it should also be aimed at the self-determination of the character and the creation of conditions for his consciousness and identity. There is no connection between academic scores and the psychological load of a person; however, there is a significant association between academic symptoms and anxiety symptoms (Pekrun et al., 2017). Although this is true, I sometimes think that many people get good points just for their openness and friendliness, but I understand that studying would be much easier. My conscientiousness is associated with a characteristic of youthful disposition known as regulation of effort and represents characteristics such as formulating and implementing plans, striving for success, and self-control.

Approaches to Ensure Success

My academic success is approached by capitalizing on my neuroticism to prevent any form of procrastination. I will also apply my openness to think strategically to achieve higher levels of academic performance. Since I can become highly anxious if there is the slightest possibility of non-completion of my academic goals, I will use it in order to fuel my proactive approach toward my academic endeavors. The approach involves being constantly aware of upcoming tasks, actions, and deadlines in order to avoid a state of comfortable forgetfulness. Implementing the given approach is done by using one’s smartphone reminder functions as well as the same tools on one’s computer. The frequency of these reminders should be set in a daily pattern because more frequent reminders than the latter might make me more resistant to them. Motivation is the drive to learn, succeed, and maintain a positive attitude and behavior at all times. Aspiring students consider their work and talent to be the most important elements of their success (Wentzel, 2017). People who manage their time are more efficient, productive, and productive. In my opinion, this is a key point that I should work on in order to succeed in my studies. Understanding and learning course information requires the effective use of educational resources. It can be difficult to properly analyze training material; people must study the study materials several times to fully understand the ideas presented. Seminars are the main way of learning. Teachers provide important information, history, background, theories, mathematics, and practical applications during the lessons. Fortunately, in my experience, I have never had difficulties with the analysis of the material. However, the speed of completing tasks has always been not the best, which I want to work on.


Summing up, during the study of the topic, I analyzed the material and tried to compare the described images with myself, and determined some things for myself. I am an extrovert, but this does not manifest itself clearly in me. I noticed a problem in my academic performance; however, I found a key for myself in order to work through this problem. Although I do not depend on public opinion, I try to always show the best result, and when I fail to do it, I feel that I have the motivation to prove the opposite. Motivation is the desire to learn, accomplish, and maintain a positive attitude and behavior throughout time. Students that are extremely motivated regard their effort and talent as the most important aspects of their achievement. As a result, it can be said that personality affects academic success; however, with proper work, this should not interfere with success in any way.


Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child development, 88(5), 1653-1670.

Rothe, J. P. (Ed.). (2017). The scientific analysis of personality. Routledge.

Roberts, B. W. (2018). A revised sociogenomic model of personality traits. Journal of personality, 86(1), 23-35.

Wentzel, K. R. (2017). Peer relationships, motivation, and academic performance at school.

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PsychologyWriting. "How Personality Influences Academic Performance." November 26, 2022.