A stable relationship between personality and academic performance from childhood through adolescence. An original study and replication in hundred‐thousand‐person samples
Simon Calmar Andersen, Miriam Gensowski,Steven G. Ludeke and Oliver P. John
Many studies have demonstrated that personality traits predict academic performance for students in high school and college. Much less evidence exists on whether the relationship between personality traits and academic performance changes from childhood to adolescence, and existing studies show very mixed findings. This study tests one hypothesis—that the importance of Agreeableness, Emotional Stability, and Conscientiousness for academic performance changes fundamentally during school—against an alternative hypothesis suggesting that the changing relationships found in previous research are largely measurement artifacts.