TY - JOUR
AU - Schuler, Heinz
AB - Interest in the prediction of academic success in higher education has grownconsiderably in recent years in German-speaking countries. While the validity ofschool grades and admission tests has been investigated by meta-analyses andlarge-scale studies at least in the United States, less is known aboutnoncognitive predictors of academic success. The present meta-analysisinvestigates the impact of the Big Five personality factors on academic successat university. A total of 258 correlation coefficients from 58 studies publishedsince 1980 were included. Grades, retention, and satisfaction served as successcriteria. Correlations were corrected for attenuation caused by measurementerror. Results show that the influence of personality traits on academicachievement depends on the success criterion. While Neuroticism is related toacademic satisfaction ( = –.369, k =8), Conscientiousness correlates with grades ( = .269,k = 41). Extraversion, Openness to Experience, andAgreeableness have no significant impact on academic success. Moderator analysessuggest effects of culture for the validity of Extraversion. Parallels tovalidity for job performance are identified and implications for admission andcounseling of students are discussed.
TI - Meta-Analysis of the Relationship Between the Big Five and Academic Successat University
JF - zeitschrift für Psychologie
DO - 10.1027/0044-3409.215.2.132
DA - 2007-01-01
UR - https://www.deepdyve.com/lp/american-psychological-association/meta-analysis-of-the-relationship-between-the-big-five-and-academic-Ta40c01NSR
SP - 132
EP - 151
VL - 215
IS - 2
DP - DeepDyve
ER -