Structural Analysis of the Effects of Personality Factors on Academic Achievement: Mediation of Coping Strategies and College Learning Effectiveness

Structural analysis of the role of personality factors in academic achievement during the stressful transition to college, with a focus on coping strategies and college learning at university as an intermediary in a chain of events is presumed. The present study is descriptive correlational, and the population consists of new students of the University of Kerman. The multi-stage cluster sampling, 273 persons were selected. Scales consists of five personality factors, (BFI) (Goldberg, 1999), coping strategies (COPE) (Carver, Scheier, & Weintraub, 1989), College Learning Effectiveness Inventory (CLEI) (Kim, Newton, Downey & Benton, 2010). Data analysis partial least squares method, which includes: Measurement models (Cronbach's alpha, composite reliability, convergent and divergent validity) and Structural Model (significant factor "T-values" and "R Square", the prediction model  "Stone-Geisser", GOF "Goodness of fit") was used to evaluate the hypothesis showed that conscientiousness and openness to experience has a direct and positive correlation with active coping; but a negative correlation with Behavioral disengagement. There is an indirect positive relation between conscientiousness and openness to experience due to mediation of active coping. Conscientiousness however has an indirect negative relation with stress due to mediation of behavioral disengagement; neuroticism has no significant relationship with coping strategies. Synergy coping strategies and college learning (Organization and Attention to Study, Stress and Time Pressure) with a focus on personality traits leads to achievement. With development of educational programs is desirable to foster educational model. Thereby guiding manpower resources the right direction will follow positive education and training implications.