Abstract
The present study investigates the influence of broad and specific personality traits on self reported math school grades and students’ performance in a standardized math test. We analyzed data of 3391 (50.6% females, mean age: 13.8 ± .5 years) students, a representative sample of Italian students in eight grade school, that participated to the Trends in International Mathematics and Science Study 2011. Participants completed the standardized math test and questionnaires measuring Impulsivity, the Big Five factors, math anxiety and specific self efficacy beliefs. Males performed significantly better than females in the TIMSS test, while no gender difference emerged for self reported school grades in math. Among Big Five factors, Openess was the best predictors of test performance. High self efficacy, low math anxiety and low impulsivity were associated with a better performance in the math test. Direct and indirect effects of personality on math achievement were evaluated.
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