Personality Traits and Learning Approaches On Academic Achievement of University Students

The aim of this research was to ex-amine the role of personality traits and learning approaches on university student's academic achievement. On a sample of 419 subjects (214 male and 205 female), the abbreviated version of the Big Five factor Inventory and the Study Process Questionnaire were applied. Using path analysis, the direct and indirect effects of personality traits on learning approaches (deep learning and surface learning) and, academic achievement were tested. Results showed that openness, conscientiousness and agreeableness have a significant positive effect on the deep learning approach, while openness and conscientiousness have a significant negative effect and neuroticism and extraversion have a significant positive effect on the surface learning approach. The indirect effect of openness, conscientiousness and agreeableness on academic achievement through the deep learning approach was significant and positive while, the indirect effect of conscientiousness and openness on academic achievement through the surface learning approach was significant and negative. However, the indirect effect of neuroticism on academic achievement through the surface learning approach was significant and positive. In general, the results of this research demonstrate that attention to the role of personality traits and learning approaches on university student's academic achievement is crucial. Implications of these findings are delineated for teachers.