ArticleEuropean journal of investigation in health, psychology and education2020
Students' Personality Contributes More to Academic Performance than Well-Being and Learning Approach-Implications for Sustainable Development and Education.
Article in European journal of investigation in health, psychology and education, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
8 citing papers in PubMed, 17 citations in OpenAlex.
- Beyond personality traits: a motivation-self-regulation model of mathematical problem-solving through self-efficacy and mathematical thinking.Frontiers in psychology · 2026Article
- Associations between 24-hour movement behaviours and psychological wellbeing in adolescents using compositional data analysis.Journal of activity, sedentary and sleep behaviors · 2025Article
- Psychometric validation of the school health assessment tool for primary schools in Southeast Nigeria.BMC public health · 2025Article
- The Polygenic Risk Score for Parkinson's Disease Is Associated with Becoming a Medical Doctor or Dentist.Genes · 2025Article
- Article
- Three joint temperament-character configurations account for learning, personality and well-being: normative demographic findings in a representative national population.Frontiers in psychology · 2023Article
- Perception of Parental Attitudes and Self-Efficacy in Refusing Alcohol Drinking and Smoking by Spanish Adolescents: A Cross-Sectional Study.International journal of environmental research and public health · 2023Article
- The Association Between Temperament and Characteristics, Smartphone App Use Patterns and Academic Performance of University Students.Journal of Korean medical science · 2022Article
Corrections and comments
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Authors and funding
3 authors at 2 institutions in 1 country.
Funding
Abstract
The present study aimed to describe the predictive role of personality dimensions, learning approaches, and well-being in the academic performance of students. In total, 602 students participated in this cross-sectional study and completed a set of questionnaires assessing personality, learning approach, and well-being. Two indexes were calculated to assess affective and non-affective well-being. The results partially support the hypotheses formulated. Results revealed that personality temperament and character dimensions, deep learning approach, and affective well-being were significant predictors of academic performance. A deep approach to learning was a full and partial mediator of the relationship between personality and academic performance. The results improve the understanding of the differential contribution of personality, type of learning approach, and type of well-being to academic performance. Comprehending that personality is the strongest predictor of academic performance, after controlling the type of learning approach and the type of well-being, informs school policies and decision-makers that it is essential to encourage personality development in adolescents to improve academic performance. These results also have implications for educational policies and practices at various levels, including an emphasis on the role of well-being as an educational asset. Understanding the links between personality, well-being, and education is essential to conceptualize education as a vital societal resource for facing current and future challenges, such as sustainable development.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.