PERSONALITY AND ACADEMIC ACHIEVEMENT: A CROSS-DISCIPLINARY AND CROSS-CULTURAL REVIEW

Abstract

This review adopts an integrated approach (Torraco, 2005) to examine the relationship between personality traits, as measured by the NEO-FFI (Costa & McCrae, 1992), and academic achievement across diverse higher education institutions in six countries. Findings consistently demonstrate the positive influence of Conscientiousness on academic success. However, the complexity of this relationship is underscored by the lack of standardized academic achievement metrics and the dual nature of Conscientiousness, which can both enhance and hinder academic outcomes. By deepening our understanding of these factors, this review aims to inform future research and educational practices in international and interdisciplinary contexts.