Personality and students' academic achievement: Interactive effects of conscientiousness and agreeableness on students' performance in principles of economics

Mohammed S. Chowdhury1, Mohammed N. Amin2
1Monroe College, United States
2Department of Accounting, West Virginia University Institute of Technology, United States
Cite this article:  Chowdhury, M. S., & Amin, M. N. (2006). Personality and students' academic achievement: Interactive effects of conscientiousness and agreeableness on students' performance in principles of economics. Social Behavior and Personality: An international journal, 34(4), 381-388.

Volume 34 Issue 4 | e1482 | Published: May 2006 | DOI: https://doi.org/10.2224/sbp.2006.34.4.381

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The relationships among psychological types of agreeableness and conscientiousness and their interactive effects among students with their academic performance were investigated. On the basis of data from 105 students in an introductory economics course, results indicated that conscientiousness (r = .413), agreeableness (r = .335), and interaction of agreeableness and conscientiousness (r = .364) were all significantly related to students’ performance in the course. Consistent with our expectations, students high in conscientiousness and agreeableness performed better than did those low in conscientiousness and agreeableness. Implications and directions for future research are noted.

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