ArticleFrontiers in psychology2025
Exploring the predictors of academic performance: the role of personality, rational beliefs, and self-efficacy.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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Who cites it
2 citing papers in PubMed.
- Parental Values and Children's Resilience: The Role of Socio-Demographic Factors in a Romanian Sample.Behavioral sciences (Basel, Switzerland) · 2026Article
- Understanding academic burnout in ethnic minority vocational students: a mixed-methods examination of career indecision, irrational beliefs, and academic self-efficacy.Frontiers in psychology · 2026Article
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Authors and funding
2 authors.
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Abstract
Introduction: This study examines the predictive roles of personality traits, rational/irrational beliefs, and self-efficacy in academic performance, while also investigating how these factors interact with gender, residence, and school type. Methods: Data were collected from 453 students at George Emil Palade University of Medicine, Pharmacy, Science, and Technology in Târgu Mureş using the Zuckerman-Kuhlman Personality Questionnaire (ZKPQ), the General Self-Efficacy Scale (SES), and the short-form Attitudes and Beliefs Scale (ABSs). Results: Results revealed that institutional factors, particularly high school type, emerged as the strongest predictors of academic performance. Among the psychological traits, aggressiveness/hostility, impulsive sensation seeking, and rationality significantly predicted academic performance. Notably, impulsive sensation seeking was positively linked to higher performance in female but not male students, while aggressiveness/hostility predicted better performance only among students with high self-efficacy. Discussion: These findings highlight the potential for tailored intervention programs that take into account gender and personality differences to improve academic outcomes.
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