Abstract
The contribution to academic achievement of personality traits, self-esteem, and self-efficacy beliefs has been examined in high school. SEM analysis showed that conscientiousness, openness, and self-esteem were positively inter-related, with both traits and self-esteem increasing students' perceived academic self-efficacy, which in turn mediated the effect of conscientiousness and self-esteem on senior high school grades. These relationships held controlling for gender, parents' education, and previous scholastic achievement.Educators should be aware of students' personality antecedents in order to improve their students' beliefs about their capabilities to master different areas of coursework and to regulating their motivation and learning activities.
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