Abstract
The present study aimed to describe the predictive role of personality dimensions, learning approaches, and well-being in the academic performance of students. In total, 602 students participated in this cross-sectional study and completed a set of questionnaires assessing personality, learning approach, and well-being. Two indexes were calculated to assess affective and non-affective well-being. The results partially support the hypotheses formulated. Results revealed that personality temperament and character dimensions, deep learning approach, and affective well-being were significant predictors of academic performance. A deep approach to learning was a full and partial mediator of the relationship between personality and academic performance. The results improve the understanding of the differential contribution of personality, type of learning approach, and type of well-being to academic performance. Comprehending that personality is the strongest predictor of academic performance, after controlling the type of learning approach and the type of well-being, informs school policies and decision-makers that it is essential to encourage personality development in adolescents to improve academic performance. These results also have implications for educational policies and practices at various levels, including an emphasis on the role of well-being as an educational asset. Understanding the links between personality, well-being, and education is essential to conceptualize education as a vital societal resource for facing current and future challenges, such as sustainable development.
Highlights
Academic performance results from interactions between several factors
The hierarchical multiple regression model (Table 2), tested the variance of academic performance explained by personality dimensions, type of learning approach, and well-being, controlling for the type
To explore the mechanism by which personality influence academic performance, we tested the role of learning approach as a mediator, and the results showed that a deep approach was a significant mediator of academic performance, as other studies have highlighted, but not the surface approach [37,38]
Summary
Academic performance results from interactions between several factors. In addition to the classic variables, such as intelligence (through capabilities) or socioeconomic level (through stimuli and opportunities), personality is a well-known predictor of academic performance. The role of personality of high school and university students for their academic performance is well-known [1,2,3,4,5] but its relationship with well-being is relatively unclear. According to Poropat [3], the relationship between personality and academic performance changes, especially between 11 to 16 years old, and well-being seems to decrease along with adolescence [6,7].
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