STATISTICAL ANALYSIS OF THE CORRELATION BETWEEN PERSONALITY TRAITS AND ACADEMIC ACHIEVEMENT

Personality traits play a crucial role in shaping academic performance, influencing students’ learning behaviors, motivation, and ability to cope with challenges. This study examines the relationship between the Big Five personality traits—openness, conscientiousness, extraversion, agreeableness, and neuroticism—and academic achievement among students. A quantitative correlational research design was employed, with data collected from a sample of 65 students using a self-reported questionnaire. The reliability and validity of the instrument were 0.89 and 0.67, respectively. Results indicate that conscientiousness, openness, and agreeableness have a significant positive impact on academic achievement, while neuroticism negatively affects performance. Extraversion, however, does not show a statistically significant relationship with academic success. These findings suggest that self-discipline, curiosity, and emotional stability are key determinants of academic outcomes. The study recommends that educators incorporate personality-based learning strategies, provide mental health support for students with high neuroticism, and encourage structured goal-setting interventions for those with low conscientiousness. Understanding the role of personality in education can help develop targeted interventions to enhance student performance and overall learning experiences.