Conscientiousness and laboriousness as academic achievement predictors in a spanish students sample

Teresa Dezcallar Sáez, Mercè Clariana Muntada, María del Mar Badia Martín, Concepció Gotzens Busquets, Ramón Cladellas Pros

Research output: Contribution to journalArticleResearchpeer-review

5 Citations (Scopus)


© 2015 Universidad Complutense de Madrid. All rights reserved. To understand academic performance of students, the variable of conscientiousness from personality inventory Big Five, has been recognized as an important key. The aim of this paper is to analyze the relationship established between the personality factor conscientiousness itself and two of its facets, laboriousness and planning, with academic performance, and observe if there are genre differences in consciousness personality factor. A total of 456 Spanish students of high school and college participated in the study. They were requested to answer a personality report and a self inform questionnaire. The results show that both conscientiousness as a personality dimension and the consideration of laboriousness facet are able to predict academic performance, especially with regard to student’s exam marks, classroom attendance and dedication to study. The genre variable pointed out that feminine genre is more conscious than male in that personality factor. From a practical perspective, these results indicate that the establishment of a routine of continuous work is suitable for improving student grades and their adaptation to the educational environment.
Original languageEnglish
Pages (from-to)367-384
JournalRevista Complutense de Educacion
Publication statusPublished - 1 Jan 2015


  • Big five
  • Class attendance
  • Conscientiousness
  • Exam marks
  • Laboriousness
  • Study dedication
  • Task planning


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