Frontiers in psychology · 2025
Exploring the predictors of academic performance: the role of personality, rational beliefs, and self-efficacy.
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Coşa Lucica Emilia, Cernat Vasile
Аннотация
INTRODUCTION: This study examines the predictive roles of personality traits, rational/irrational beliefs, and self-efficacy in academic performance, while also investigating how these factors interact with gender, residence, and school type.
METHODS: Data were collected from 453 students at George Emil Palade University of Medicine, Pharmacy, Science, and Technology in Târgu Mureş using the Zuckerman-Kuhlman Personality Questionnaire (ZKPQ), the General Self-Efficacy Scale (SES), and the short-form Attitudes and Beliefs Scale (ABSs).
RESULTS: Results revealed that institutional factors, particularly high school type, emerged as the strongest predictors of academic performance. Among the psychological traits, aggressiveness/hostility, impulsive sensation seeking, and rationality significantly predicted academic performance. Notably, impulsive sensation seeking was positively linked to higher performance in female but not male students, while aggressiveness/hostility predicted better performance only among students with high self-efficacy.
DISCUSSION: These findings highlight the potential for tailored intervention programs that take into account gender and personality differences to improve academic outcomes.
METHODS: Data were collected from 453 students at George Emil Palade University of Medicine, Pharmacy, Science, and Technology in Târgu Mureş using the Zuckerman-Kuhlman Personality Questionnaire (ZKPQ), the General Self-Efficacy Scale (SES), and the short-form Attitudes and Beliefs Scale (ABSs).
RESULTS: Results revealed that institutional factors, particularly high school type, emerged as the strongest predictors of academic performance. Among the psychological traits, aggressiveness/hostility, impulsive sensation seeking, and rationality significantly predicted academic performance. Notably, impulsive sensation seeking was positively linked to higher performance in female but not male students, while aggressiveness/hostility predicted better performance only among students with high self-efficacy.
DISCUSSION: These findings highlight the potential for tailored intervention programs that take into account gender and personality differences to improve academic outcomes.