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Vol. 27. Issue 1.
Pages 21-28 (January - June 2022)
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Vol. 27. Issue 1.
Pages 21-28 (January - June 2022)
Original
Improving the prediction and understanding of academic success: The role of personality facets and academic engagement
Mejorando la predicción y comprensión del éxito académico: el rol de las facetas de personalidad y el compromiso académico
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Cristina Serrano
Corresponding author
sescris@alumni.uv.es

Corresponding author.
, Sergio Murgui, Yolanda Andreu
Universitat de València, Spain
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Figures (2)
Tables (4)
Table 1. Descriptive statistics, reliability coefficients and AVEs of the variables, and VIFs for personality traits
Table 2. Correlations between the variables
Table 3. Standardized and unstandardized betas and standard errors of five factor domains and its facets on academic engagement (A.E) and academic achievement (A.A). Percentage of variance explained in italics
Table 4. Chi-square, degree of freedom and fit indexes for general model (GM), general model recalculated (GMr), and restricted model (RM) with personality domains (D) and personality facets (F) as exogenous variables. Unconstrained versions are indicated with U, complete constrained version with C, partial constrained version with CI in multi-group analysis
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Abstract

In predicting academic success and adopting a broader view of the factors involved, personality and, recently, academic engagement have emerged as relevant constructs. This study examined the predictive ability of the Five-Factor Model (domains and facets; Big Five Questionnaire) for academic achievement and engagement (Spanish Version Student Utrecht Work Engagement Scale) and the mediating role of engagement in the relationship between personality and achievement. Results obtained in a sample of 611 Spanish adolescents show that (1) Conscientiousness (domains and facets) have positive direct and indirect effects on academic achievement through engagement and (2) Openness shows only indirect effects; its facets display a pattern of opposing, unequal effects. These results do not vary by sex and underline the importance of examining more specific personality traits than those defined by the basic dimensions to increase the understanding of the relationships between personality and academic achievement and, with it, the ability to design strategies to improve it.

Keywords:
Five-factor model
Academic achievement
Adolescents
Non-cognitive predictors
Resumen

A la hora de predecir el éxito académico y adoptar una visión más amplia de los factores implicados, la personalidad y, recientemente, el compromiso académico han emergido como constructos relevantes. Este estudio examina la capacidad predictiva del Modelo de los Cinco Grandes (dominios y facetas, BFQ) respecto al rendimiento y compromiso académico, así como el papel mediador del compromiso en la relación entre personalidad y rendimiento. Los resultados obtenidos en una muestra de 611 adolescentes españoles muestran que (1) Responsabilidad (dominios y facetas) tiene efectos positivos directos e indirectos en el rendimiento académico a través del compromiso mientras (2) Apertura sólo muestra efectos indirectos y sus facetas presentan un patrón de efectos opuestos y desiguales. Estos resultados no varían por sexo y subrayan la importancia de examinar rasgos de personalidad más específicos que los definidos por las dimensiones básicas para aumentar la comprensión de las relaciones entre personalidad y rendimiento académico y, con ello, la capacidad de diseñar estrategias que incrementen.

Palabras clave:
Modelo cinco grandes
Rendimiento académico
Adolescentes
Predictores no-cognitivos

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