Conscientiousness And Academic Success Essay

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The role of intellectual ability and motivation, and the personality trait conscientiousness in predicting of academic achievement has been demonstrated vastly in a large quantity of previous research (e.g. Harris, 1940; also see Ziegler, Danay, Schölmerich & Bühner, 2010). The purpose of this paper is to investigate the relationship between these variables, and academic success. In accordance with the literature in the introduction, the statistical data suggests that intellectual ability is associated positively with academic success (e.g. Dweck, 1986; Elshout & Veenman, 1992; Harris, 1940). Although the association is relatively weak, hypothesis one was supported. An implication of this is that for students of lower intelligence, teachers…show more content…
Thus, the second hypothesis was supported by the results. This correlation also replicated prior research that has suggested that personality traits are more significant predictors of academic success than just intelligence (e.g. Fonteyne, Duyck & De Fruyt, 2017; and Stadler, Aust, Becker, Niepel & Greiff, 2016). The reasoning for why this may have occurred is that individuals who have a conscientious personality type, persist in the process of learning at university levels of study, play a more significant role that intelligence alone. If an individual has worked hard to understand and apply concepts, and has completed a high volume of effective academic study for their assessments, they are more likely perform successfully (Furnham, Chamorro-Premuzic & McDougall, 2003; Spengler, Lüdtke, Martin & Brunner, 2013). An implication of these findings for teachers regarding their students, is the need to develop methods that increase conscientiousness i.e. introducing time management and organisational…show more content…
Thus, there is not enough evidence for the third hypothesis to be supported. This may be due to small sample size, and the sample’s unrepresentativeness. The study’s results may have had a greater significance if the sample size was larger. In turn, the sample of students were only taken from one university in one state, which means the obtained results cannot be generalized to all first-year psychology students as a population. If the study had taken a sample of psychology students from various universities around Australia, this would increase its representativeness. As a result, the study may be criticized of having lowered reliability and external validity

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