Abstract
Abstract The current study analyzed the role of ‘Big Five’ personality traits and non-verbal intelligence in the individual differences in academic achievement of high school students. The study involved 300 Russian high school students, including 148 girls and 152 boys (aged from 14.50 to 17.75 years). We analyzed the structure of the relationships between intelligence, personality traits and academic success using structural equation modeling. It was shown that Extraversion was negatively related to non-verbal intelligence whereas Openness to experience was positively related to it. In turn, non-verbal intelligence was associated with academic achievement. Conscientiousness was the only ‘Big Five’ trait which contributed to individual differences in academic achievement independent of the level of non-verbal intelligence.
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