Journal of Organization and Human Behaviour

Open Access Open Access  Restricted Access Subscription Access
Open Access Open Access Open Access  Restricted Access Restricted Access Subscription Access

Study of Impact of Personality Traits on Academic Performance of Management Students


Affiliations
1 University of Mumbai, Jamnalal Bajaj Institute of Management Studies, Mumbai, Maharashtra, India
     

   Subscribe/Renew Journal


The purpose of this study is to understand how big five personality traits, namely extraversion, agreeableness, conscientiousness, emotional stability and openness to experience influence academic performance of MBA students. A primary study on a sample of 706 MBA students from different management institutes of Mumbai region is conducted. Two academic metrics; Percentage of marks secured in Graduation and Percentage of marks secured in MBA first year were considered for analysing academic performance. T-test and Mann Whitney U test were used to analyse the data. Conscientiousness strongly influenced academic success for both the measures of academic performance. Extraversion and Agreeableness also had considerable impact on academic performance considering graduation percentage. However, impact of Emotional stability and Openness to experience on academics was not observed in this research.

Keywords

Personality Traits, Academic Performance, MBA Students.
Subscription Login to verify subscription
User
Notifications
Font Size

  • Al-Naim, A., Al-Rashed, A., Aleem, A., Khan, A., Ali, S. I., & Bogam, R. (2016). Personality traits and academic performance of medical students in Al-Ahsa, Saudi Arabia. International Journal of Scientific Research, 5(4), 425–427.

  • Barrick, M. R., & Mount, M. K. (1991). The big five personality dimensions and job performance: A meta-analysis. Personnel Psychology, 44(1), 1–26.

  • Buju, S. (2013). Personality profile of students with technical academic performance. Procedia Social and Behavioural Sciences, 78, 56–60. doi:10.1016/j.sbspro.2013.04.250

  • Caspi, A., Brent, W. R., & Rebecca, L. S. (2005). Personality development: Stability and change. Annual Review of Psychology, 56(1), 453–484.

  • Colquitt, J., Le-Pine, J., & Wesson, M. (2009). Organizational behaviour; improving performance and commitment in the workplace. New York, NY: McGraw-Hill, Irwin.

  • Corr, P. J., & Matthews, G. (2009). The Cambridge handbook of personality psychology. Cambridge, UK: Cambridge University Press. ISBN 978-0-521-86218-9

  • Costa, P. T. Jr., & McCrae, R. R. (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI) manual. Odessa, FL: Psychological Assessment Resources.

  • Dzulkifli, M. A., & Alias, I. A. (2012). Students of low academic achievement – Their personality, mental abilities and academic performance: How counsellor can help? International Journal of Humanities and Social Science, 2(23), 220–225.

  • Eyong, E. I., David, B. E., & Umoh, A. J. (2014). The influence of personality trait on the academic performance of secondary school students in cross river state, Nigeria. IOSR Journal of Humanities and Social Science, 19(3), 12–19.

  • Farsidesa, T., & Woodfield, R. (2002). Individual differences and undergraduate academic success: The roles of personality, intelligence, and application. Personality and Individual Differences, 34, 1225–1243.

  • Friedman, H. S., & Schustack, M. W. (2016). Personality: Classic theories and modern research. Boston, MA: Pearson/Allyn and Bacon.

  • Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological Assessment, 4(1), 26–42.

  • Hakimi, S., Hejazi, E., & Masoud, G. L. (2011). The relationships between personality traits and students’ academic achievement. Procedia - Social and Behavioral Sciences, 29(1), 836–84. https://doi.org/10.1016/j.sbsproul.2011.11.312

  • Ibrahim, N. S., Yusof, N. S., Razak, N. F., & Norshahidi, N. D. (2014). A meta-analysis of the relationship between big five personality traits and students’ academic achievement. ICSSR E-Journal of Social Science Research, 2, 15–22.

  • Kinicki. (2008). Organizational behaviour: Core concepts. New York, NY: McGraw-Hill Irwin.

  • Komarraju, S. J., Karau, R. R., & Schmeck, A. A. (2011). The big five personality traits, learning styles, and academic achievement. Personality and Individual Differences, 51, 472–477.

  • Mischel, W. (2004). Toward an integrative science of the person (Prefatory Chapter). Annual Review of Psychology, 55, 1–22.

  • Neesha, T. K., Minal, M., Kirtana, D., & Varun, K. (2017). Personality, achievement motivation and academic performance among sojourn students. Guru Journal of Behavioural and Social Sciences, 5(1), 631–638.

  • Noftle, E. E., & Robins, R. W. (2007). Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores. Journal of Personality and Social Psychology, 93(1), 116–130.

  • Nye, J., Orel, E., & Kochergina, E. (2013). Big five personality traits and academic performance in Russian Universities. Working Paper Series: Psychology WP BRP 10/PSY.

  • O’Connor, B. (2002). A quantitative review of the comprehensiveness of the five-factor model in relation to popular personality inventories. Assessment, 9(2), 188–203. doi:10.1177/1073191102092010

  • O’Connor, M. C., & Paunonen, S. V. (2007). Big Five personality predictors of post-secondary academic performance. Personality and Individual Differences, 43, 971–990.

  • John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative Big Five trait taxonomy: History, measurement, and conceptual issues. In Handbook of personality: Theory and research (3rd ed., pp. 114–158). New York, NY: Guilford.

  • Poropat, A. E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135(2), 322–338.

  • Rüppel, F., Liersch, S., & Walter, U. (2015). The influence of psychological well-being on academic success. Journal of Public Health, 23, 15–24. doi:10.1007/s10389-015-0654-y

  • Uma, S., & Roger, B. (2015). Research methods for business: A skill-building approach (6th ed.). Hoboken, NJ: John Wiley and Sons.

  • Wigtil, C. J., & Henriques, G. R. (2015). The relationship between intelligence and psychological well-being in incoming college students. Psych Well-Being, 5(4), 1–19. Retrieved from https://doi.org/10.1186/s13612-015-0029-8


Abstract Views: 169

PDF Views: 0




  • Study of Impact of Personality Traits on Academic Performance of Management Students

Abstract Views: 169  |  PDF Views: 0

Authors

Dur Khan
University of Mumbai, Jamnalal Bajaj Institute of Management Studies, Mumbai, Maharashtra, India

Abstract


The purpose of this study is to understand how big five personality traits, namely extraversion, agreeableness, conscientiousness, emotional stability and openness to experience influence academic performance of MBA students. A primary study on a sample of 706 MBA students from different management institutes of Mumbai region is conducted. Two academic metrics; Percentage of marks secured in Graduation and Percentage of marks secured in MBA first year were considered for analysing academic performance. T-test and Mann Whitney U test were used to analyse the data. Conscientiousness strongly influenced academic success for both the measures of academic performance. Extraversion and Agreeableness also had considerable impact on academic performance considering graduation percentage. However, impact of Emotional stability and Openness to experience on academics was not observed in this research.

Keywords


Personality Traits, Academic Performance, MBA Students.

References