The Big Five Personality Traits, Self-regulated Learning, and
Academic Achievement
Asina Christina Rosito
Departement of Psychology, University of HKBP Nommensen, Medan, Indonesia
Keyword: Personality, Self-regulated Learning, Academic Achievement.
Abstract: The previous studies in educational psychology indicated that the role of personality as well as self-regulated
learning in the academic achievement prediction. However, there are few studies attempt on the relation of
personality and self-regulated learning in determining academic performance. This study aimed to explore the
dynamic of personality factors according to the Big Five Personality Traits model, self-regulated learning
(SRL) strategies, and academic achievement. 342 college students of University of HKBP Nommensen were
participated in this study. The Big Five Personality Traits scale with five dimensions: extraversion,
neuroticsm, openness to experience, conscientiousness, and agreeableness and the SRL strategies scale were
employed. Academic achievement was assessed by the participants’ GPA reported. The results revealed that
both of personality factors and self-regulated learning strategies were significant predictors of academic
achievement. Moreover, it was found that among five personality factors, three of them had significant
contribution to GPA. They were conscientiousness, extraversion, and neuroticsm. Regarding to several self-
regulated learning strategies, only two of them were giving a significant contribution to GPA, critical thinking
and effort regulation. The findings implied that educators need to concern about how the personality
characteristics of learners would affect on their self-regulatory activities.
1 INTRODUCTION
Numerous research in educational psychology had
been done in order to understand what and how
individual factors and social factors influence the
academic performance. This present study
questionned about how latent variable (i.e.,
personality) related to academic achievement and
how the motivational factors that reflected in self-
regulated learning influenced the performance.
1.1 Big Five Personality and Academic
Achievement
The previous studies found significant correlation
between personality and academic achievement
(Buju, 2013; Chamorro-Premuzic & Furnham, 2003;
Hakimi, Hejazi & Lavasani, 2011; Hazrati-Viari, Rad
& Torabi, 2012, Komarajju, Karau, Schmeck &
Avdic, 2011; Zarafshani, Sharafi, & Rajabi, 2011).
Further, Martin, Montgomery & Saphian (2006) also
propose correlation between personality and
academic performance of undergraduate students. It
was found that personality differences able to
demonstrate the academic performance across 4 years
of coursework.
The big five factor model of personality has been
widely used in educational studies. Those five factors
namely, neuroticsm, extraversion, openness to
experience, conscientiousness, and agreeableness.
Recent studies suggested that conscientiousness as
the strongest predictor of academic performance both
the secondary levels and tertiary levels of education
(Poropat, 2009).
Few studies resulted negative association between
neuroticsm and academic performance, but mostly
showed non-significant findings (Martin, et al. 2006).
Ridgell & Lounsbury (2004) found that neuroticsm
failed to predict scholastic achievement over and
above cognitive ability. The studies found
inconsistently correlation between extraversion with
academic achievement (i.e., positive, negative, and
non-significant). In the other hand, different facets of
extraversion may relate to academic success in
different ways (Martin, et al. 2006). Furthermore,
openness has been positively correlated with final
school grades and to strategies that emphasize critical
Rosito, A.
The Big Five Personality Traits, Self-regulated Learning, and Academic Achievement.
DOI: 10.5220/0008591004690477
In Proceedings of the 3rd International Conference on Psychology in Health, Educational, Social, and Organizational Settings (ICP-HESOS 2018) - Improving Mental Health and Harmony in
Global Community, pages 469-477
ISBN: 978-989-758-435-0
Copyright
c
 2020 by SCITEPRESS – Science and Technology Publications, Lda. All r ights reserved
469

thinking (Bidjerano & Dai, 2007; Komaraju & Karau,
2005), approach to learning (Vermetten, Lodewijks,
& Vermunt, 2001) and learning motivation
(Tempelaar, Gijselaers, Schim Van Der Loeff &
Nijhuis, 2007). Agreeableness is related to classroom
behavior (Graziano, Jensen-Campbell, & Finch,
1997) and compliance with teacher instructions
(Vermetten, Lodewijks, & Vermunt, 2001).
Nevertheless, its impact was relative small and
inconsistent across samples (e.g. Poropat, 2009).
Conscientiousness was associated with sustained
effort and goal setting (Barrick, Mount, & Strauss,
1993), which contribute to academic success (Steel,
2007). In addition, each facet of conscientiousness
(e.g., diligence, dependability, self-discipline,
prudence, competence, dutifulness, order, and
achievement striving) has important role in terms of
performance in academic settings, attainment of
honors and lower disciplinary infractions (MacCann,
Duckworth, & Roberts, 2009).
1.2 Big Five Personality and Self-
regulated Learning Strategies
Personality traits are defined as stable individual
differences characteristics which are explaining an
individual’s disposition to particular patterns of
behavior, cognitions and emotions (Hogan,Hogan &
Roberts, 1996). Personality traits include the self-
regulatory tendencies. For example,
conscientiousness includes feature such as
persistency, well organized, responsibility. Openness
to experience can be related to positive attitude to
learning experiences (McCrae & Costa, 1987).
Previous studies have demonstrated the
correlation of personality in learning.
Conscientiousness is associated with motivation,
effort expenditure and persistence (Chamorro-
Premuzic & Furnham, 2003). Neuroticsm is usually
associated with the lack of effective cognitive skills
(Eysenck, 1967). However, there is also evidence that
neuroticsm can also facilitate motivation and effort
expenditure, expecially for anxious individuals. In
order to anticipate failure, they improve their efforts
(Norem & Cantor,1986).
Agreeableness is positively correlated with effort
and surface learning (Vermetten, Lodewijks, &
Vermunt, 2001). It implies cooperativeness,
compliance and comformity. Thus, it means that
agreeable individuals tend to regulate their learning
based on the external situations.
Extraversion was facilitate social behaviors such
as help seeking and peer learning. In the other side, it
is poor in reflecting problem solving (Matthews,
1997). It can be concluded that conscientiousness and
openness were more theoretical and empirical
justification in theirs correlation with self-regulated
learning.
1.3 Self –regulated Learning Strategies
and Academic Achievement
Self-regulated learning concept refers to the
learners’ capacity in managing and organizing
individuals’ learning process, by becoming a
regulator in order to pursue learning goals
(Zimmerman, 1989). It involves cognitive,
metacognitive, and motivational beliefs factors
(Vanderstoep, Pintrich & Fagerlin, 1996). Cognitive
strategies regard to strategies to understand the
learning materials encompass rehearsal, elaboration,
organizational strategies and critical thinking.
Rehearsal, the most basic learning strategy for
processing of information, represents a verbal
repetition of material with the goal of memorization.
Elaboration also need to be involved, a higher order
learning skills, which is operationally defined as
paraphrasing and summarizing. Not to mention
organization which includes strategies such as
outlining, taking notes and connecting different
aspects of the material studied. Finally, critical
thinking consists of critical evaluations of ideas and
applications of knowledge to new situations (Pintrich,
et al. 1993). Therefore, by using various
organizational strategies, learners involved in deeper
level of cognitive engangement which might lead to
more comprehensive understanding and better
academic achievement.
Metacognitive strategies encompass planning in
learning (e.g. setting goals), monitoring the progress
in learning (e.g. assessing comprehension while
reading), and regulating (e.g., adjusting reading rate
for text difficulty) (Vanderstoep, Pintrich & Fagerlin,
1996). When a learner involves actively in planning,
monitoring and regulating their study, they are more
accurate in predicting their level of comprehension of
their study, more flexible in adjusting their strategies,
eventually better in academic performance.
Metacognition is defined as the individual’s
awareness, knowledge, and control exercised over
cognitive process (Pintrich, et al. 1993).
Motivational beliefs have important rule,
especially in leading the learning process are intrincis
motivation, self-efficacy, and task value. Learners
who are motivated by intrinsic factors are focused on
learning and mastery so that they use better strategies
eventuallty they get better academic achivement
(Ames, 1992). Self-efficacy refers to how learners
ICP-HESOS 2018 - International Conference on Psychology in Health, Educational, Social, and Organizational Settings
470

perceived their capability to learn. Learners with high
self-efficacy are more effective in strategy used and
higher in academic achievement (Schunk, 1991)
More over, task value is related to perception of
importance, utility, and interest of task. Learner who
finds an interest in learning and perceives the useful
beneath the task will be more effective in strategy and
in turn will effect the academic achievement
(Vanderstoep, Pintrich & Fagerlin, 1996).
It can be concluded that self-regulated learners
were more self-efficacious, more enganged in self-
evaluation when compare the progress to goals, and
also more persistence. They attribute success to
ability and effort as well as failure to use of
ineffective strategies. They also perceive task
activities as important and useful (Schunk, 2005).
1.4 Big Five Factor Model Personality,
Self-regulated Learning, and
Academic Achievement
There were many studies conducted to examine the
contribution of personality in learning, specifically in
determining the academic achievement.
Conscientiousness was found as the most consistent
factor of personality in predicting the academic
performance (Bidjerano & Dai, 2007; Geramian,
Mashayeki, & Hj. Ninggal, 2012; Hakimi et al., 2011;
Marcela, 2015; Mitrofan & Ion, 2013). However,
various results were found for the other four factors.
The relationship between openness and academic
achievement was less strong (e.g. Geramian,
Mashayeki, & Hj. Ninggal, 2012; Marcela, 2014) but
in another study, indicated that there was not
significant correlation between openness and
academic performance (e.g. Mitrofan & Ion, 2013).
The findings which related to neuroticsm,
extraversion, and agreeableness were inconclusive.
Studies in self-regulated learning suggested that
various components of self-regulated learning
strategies were associated with academic
achievement. They encompassed, for instance,
elaboration (Savoji, Niusha, & Boreiri, 2013), effort
regulation (Chen, 2002), metacognition, elaboration,
and critical thinking (Pintrich, et al. 1993).
Few studies overlooked the relationship between
aspects of learning. Therefore, the present study
attempts to investigate the correlation among
personality, self-regulated learning, and academic
achivement.
1.5 Aims
This study had three spesific aims. First, to asses
empirical relationship between the Big Five factor
model of personality and academic achievement.
Second, to asses empirical relationship between self-
regulated learning and academic achievement. Third,
to asses correlation between the Big Five factor
model of personality and self-regulated learning.
Using linear regression analysis, the study aimed to
establish the Big Five factor model of personality and
self-regulated learning to predict academic
achievement.
Based on the literature review described above,
the study proposed following hypotheses:
H1: personality will significantly predict academic
achievement
H2: self-regulated learning strategies will
significantly predict academic achievement
H3: personality will significantly correlate to self-
regulated learning strategies
H3: personality and self-regulated learning strategies
will significantly predict academic achievement.
2 METHODS
2.1 Participants
There were 342 undergraduate students of University
of HKBP Nommensen, one of favourite universities
in North Sumatera. The subjects were chosen using
incidental sampling technique. Firstly, they were
asked to involve by explaining the goal and the
procedure of this study. After they were agree to be
involved, they were asked to fill in the questionnaire.
They were 134 males (39.2 %) and 208 females
(60.8%) who completed the Big-Five Personality
Inventory and the self-regulated learning strategies
scales of Motivated Strategies for Learning
Questionnaire (MSLQ), reported their current GPA,
and provided demographic information. Students
represented all undergraduate classes (44.7%
freshmen, 37.4% sophomores, 16.4% juniors, and
1.5% seniors), came from several majors (education,
law, agriculture, psychology, and economics), with
97% of the students age ranging between 17 and 23
years old.
2.2 Instruments
Big five personality scale was adapted from Oliver’s
Big Five Inventory. The questionnaire consists of 76
items, revealing the dimension of the Big Five model
of personality: neuroticsm (13 items) , extraversion
(16 items), openness (18 items), agreeableness (16
The Big Five Personality Traits, Self-regulated Learning, and Academic Achievement
471

items) and conscientiousness (13 items).
The self-regulated learning strategies scale was
adopted from self-report questionnaire Motivated
Strategies for Learning Questionnaire (MSLQ)
proposed by Pintrich, et al. (1993). The reliability of
the learning strategies scales is reasonable with range
from .52 to .70 (Pintrich, et al. 1993). Another
analysis by Duncan & Mckeachie (2005) revealed
that learning strategies are varied with range
between .52 and .80. The learning strategies scale
includes nine scales: rehearsal (4 items), elaborations
(6 items), organizations (4 items), critical thinking (5
items), metacognitive self-regulation (12 items), time
and study environment management (8 items), effort
regulation (4 items), peer learning (3 items), and help-
seeking (4 items).
Academic achievement was measured by grade-
point average (GPA) as reported by the participants.
The data analysis process started with statistics
descriptive of dimensions of personality and self-
regulated learning strategies. The step was followed
by multiple regression analysis in order to test the
hypoteheses of this study.
3 RESULTS
Table 1 shows the mean and standard deviation of
each dimension of personality and self-regulated
learning strategies.
Regression analysis was conducted to find the
answer of whether the personality would predict the
academic achivement. It was found that personality
significantly predict the academic achievement (F=
19.56, p = .000, R
2
= .054, β = .23). This finding
confirmed hypothesis 1, indicating a significant role
of personality in predicting the academic
achievement.
Table 1: Means and standard deviations.
Mean
SD
Personality
Neuroticsm
46.42
8.35
Extraversion
64.02
8.16
Openness
77.35
7.92
Agreeableness
72.40
7.64
Conscientiousness
53.09
7.43
Self-regulated learning
strategies
Rehearsal
17.14
2.97
Elaboration
25.65
4.45
Organization
16.15
3.49
Critical thinking
20.63
3.67
Metacognitive self-regulation
50.61
6.58
Time and study environment
management
31.54
4.86
Effort regulation
15.30
2.84
Peer learning
13.30
2.34
Help seeking
16.64
2.65
GPA
3.14
.45
More spesific analysis was conducted to find
which dimension of personality that significantly
predict the academic achievement. As shown in Table
2, neuroticsm, extraversion, and conscientiousness
significantly predicted the GPA.
Regression analysis was conducted in order to test
the hypothesis 2, whether self-regulated learning
strategies would predict the academic achievement.
The result showed that the self-regulated learning
strategies significantly predicted the academic
achievement (F= 26.73, p = .000, R
2
= .073, β = .27),
confirming hypotheses 2.
Table 2 : Regression analysis for personality predictors of
academic achievement.
B
SE B
Β
Constant
1.474
.361
Neuroticsm
.010
.003
.19**
Extraversion
.008
.004
.13*
Openness
.002
.003
.04
Agreaableness
-.007
.004
-.001
Conscientiousness
.010
.004
.16*
* p <.05. ** p < .01, N = 342
A more spesific analysis was conducted in order to
find which dimensions of self-regulated learning
strategies that significantly predicted the academic
achievement. As described in Table 3, only critical
thinking and effort regulation significantly predicted
the GPA.
Table 3: Regression analysis for self-regulated learning
strategies predictors of academic achievement.
B
SE B
Β
Constant
1.960
.225
Rehearsal
.012
.014
.07
Elaboration
.013
.010
.12
Organization
-.014
.011
-.10
Critical thinking
-.020
.010
-.16*
Metacognitive
self-regulation
.013
.007
.19
Time and study
environment
management
-.002
.007
-.02
Effort regulation
.026
.011
.16*
Peer learning
.009
.013
.04
Help seeking
.010
.011
.05
ICP-HESOS 2018 - International Conference on Psychology in Health, Educational, Social, and Organizational Settings
472

* p <.05. ** p < .01, N = 342
A correlation analysis was conducted in order to
test the hypothesis 3, whether there would be a
significat correlation between personality and self-
regulated learning. It was found that there was a
positive and significant correlation between
personality and self-regulated learning (r=.52, p
<.001).
Finally, in order to test the hypotesis 4, multiple
reggresion analysis was conducted. Personality and
self-regulated learning strategies, serving together in
a model, were found to be significant predictors of
academic achievement (F= 15.65, p = .000, R
2
= .085). Both of them were significant predictors, in
which for personality (β = .12, t = 2.07 , p = .038) and
for the self-regulated learning strategies (β= .20, t =
3.34, p = .001).
Table 4 described correlations between each
dimension of personality, dimension of self-regulated
learning and GPA. Related to personality, neuroticsm
had no correlation with GPA. On the other hand,
neuroticsm had a significant negative correlation with
other dimensions of personality (extraversion,
agreeableness, and conscientiousness) and with most
of dimension of self-regulated learning strategies
(rehearsal, critical thinking, metacognitive self-
regulation, time and study environment management,
and effort regulation).
Extraversion had a significant positif correlation
with GPA. The strategies that correlated significantly
with extraversion were rehearsal, elaboration, critical
thinking, metacognitive self regulation, effort
regulation, peer learning, and help seeking. Openness
also had a positive significant correlation with GPA
and all the self-regulated learning strategies.
Agreeableness had a significant correlation with GPA
and all the self-regulated learning strategies.
Moreover, conscientiousness had a positive
significant correlation with GPA and all the self-
regulated learning strategies.
Related to self-regulated learning strategies, the
study found that all the strategies had a positive
significant correlation with the academic
achievement, with the strongest correlation achieved
by effort regulation (r=.27)
4 DISCUSSION
The results of this study strenghtened the findings of
previous research of how personality in terms of Big
Five model of personality and self-regulated learning
could predict the academic performance of
undergraduate students.The findings of this study
therefore could give some insights related to the
implications.
First, related to personality, conscientiouseness
was positively and significantly associated with all
the self-regulated learning strategies. It also
significantly predicted academic achivement. It
indicated that conscientiousness could facilitate many
of effective strategies in learning. Conscientious
students tend to use various strategies in surface
approach (e.g. rehearsal) as well as deeper approach
(e.g elaboration and critical thinking) so they are
more engaged in learning process. Moreover,
conscientious students tend to more effective in
managing their time as well as the environment in
order to make sure they get a whole understanding of
the learning material. In turn, conscientious students
get higher academic outcome. This finding confirmed
the previous studies that conscientiousness was the
most consistent predictor of academic performance.
We also found that extraversion predicted the learning
outcome significantly. This indicated that by being
sociable, assertive, and talkative would facilitate the
learning process. This finding was not consistent with
previous study, suggesting no significant correlation
between extraversion and academic achievement (e.g.
Geramian, Mashayekhi & Ninggal, 2012). What an
interesting finding was the significant role of
neuroticsm in predicting academic achievement.
Study by Babakhani (2014) found different results
that neuroticsm was the only factor from the five
factors of personality that did not have any significant
contribution in predicting academic achievement.
This findings indicated that neuroticsm facilitate
motivation and effort expenditure, as manifestation of
anticipating a failure (Norem & Cantor, 1986).
Second, this study also found that among the self-
regulated learning strategies, only critical thinking
and effort regulation significantly predicted the
academic achievement, eventhough all the strategies
are positively correlated with academic achievement.
It could be explained that the deeper the individual
enganged cognitively in learning and the more efforts
they make in seeking for accomplishment, than the
academic performance would be higher. The findings
of this study were consistent with the previous
research that found the effort regulation is one of the
most salient predictor of academic achievement
(Chamorro-Premuzic & Furnham, 2003; Chen, 2002;
Pintrich, et al. 1993).
The results of this study showed that personality
along with self-regulated learning predicted the
academic achievement in undergraduate students,
eventhough the effect size was relative small due to
the collection of the criterion. The academic
The Big Five Personality Traits, Self-regulated Learning, and Academic Achievement
473

achievement used in this study was based on
participant’s self report, which based on participants’
memory of their current GPA. This information might
be inaccurate since the data collection process was
conducted several months after GPA results
announced. In addition, different information
between the current GPA and previous GPA could
happen when participants were asked to recall their
current GPA.
Eventhough this study provided several insights
regarding the topic discussed, there were some
limitations. First, the majority of the participants were
the Batak, one of tribes in North Sumatera. Therefore,
this study may not generalize to others etnic group.
Second, related to self-reported GPA, which could be
inaccurate when recalled by the participants. Future
study could use more accurate data for this type of
learning outcome or develop instrumen containing
behavioral indicators of academic performance.
Finally, the findings of this study give some
important contribution in understanding of academic
performance by identifiying the correlation among
personality, self-regulated learning strategies and
academic achievement. Future research could further
investigate other individual difference factors (such
as learning style or self-efficacy) as well as
environmental factors such as type of college (public
or private, small or large) and socioeconomic status.
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The Big Five Personality Traits, Self-regulated Learning, and Academic Achievement
475

Table 4: Correlations.
1
2
3
4
5
6
7
Personality
1. Neuroticsm
-
-.24**
-.06
-.22**
-.30**
-.05**
-.04
2. Extraversion
-.24**
-
.25**
.51**
.20**
.16**
.15**
3. Openness
-.06
.25**
-
.31**
.40**
.39**
.42**
4. Agreeableness
-.22**
.51**
.31**
-
.46**
.29**
.28**
5. Conscientiousness
-.30**
.20**
.40**
.46**
-
.45**
.45**
Self-regulated learning
strategies
6. Rehearsal
-.05
.16**
.39**
.29**
.45**
-
.70**
7. Elaboration
-.04
.15**
.42**
.28**
.45**
.70**
-
8. Organization
-.09
.10
.32**
.25**
.50**
.74**
.70**
9. Critical thinking
-.14**
.17**
.46**
.21**
.41**
.63**
.69**
10. Metacognitive
self-regulation
-.14**
.17**
.42**
.28**
.51**
.71**
.79**
11. Time and study
environment
management
-.13*
.08
.17**
.29**
.55**
.57**
.49**
12. Effort regulation
-.17**
.15**
.23**
.25**
.44**
.38**
.44**
13. Peer learning
-.04
.33**
.24**
.35**
.27**
.47**
.42**
14. Help seeking
.06
.30**
.15**
.30**
.11**
.28**
.29**
15.Academic
achievement
.10
.13*
.13*
.11*
.15**
.21**
.24**
* p <.05. ** p < .01. N = 34
ICP-HESOS 2018 - International Conference on Psychology in Health, Educational, Social, and Organizational Settings
476

Table 5: Correlations.
8
9
10
11
12
13
14
15
Personality
1. Neuroticsm
-.09
-.14**
-.14**
-.13*
-.17**
-.04
.06
.10
2. Extraversion
.10
.17**
.17**
.08
.15**
.33**
.30**
.13*
3. Openness
.32**
.46**
.42**
.17**
.23**
.24**
.15**
.13*
4. Agreeableness
.25**
.21**
.28**
.29**
.25**
.35**
.30**
.11*
5. Conscientiousness
.50**
.41**
.51**
.55**
.44**
.27**
.11**
.15**
Self-regulated learning
strategies
6. Rehearsal
.74**
.63**
.71**
.57**
.38**
.47**
.28**
.21**
7. Elaboration
.70**
.69**
.79**
.49**
.44**
.42**
.29**
.24**
8. Organization
-
.61**
.69**
.58**
.39**
.42**
.28**
.16**
9. Critical thinking
.61**
-
.73**
.38**
.28**
.35**
.23**
.11**
10. Metacognitive self-
regulation
.69**
.73**
-
.56**
.54**
.44**
.27**
.26**
11. Time and study
environment
management
.58**
.38**
.56**
-
.53**
.29**
.19**
.18**
12. Effort regulation
.39**
.28**
.54**
.53**
-
.21**
.19**
.27**
13. Peer learning
.42**
.35**
.44**
.29**
.21**
-
.54**
.17**
14. Help seeking
.28**
.23**
.27**
.19**
.19**
.54**
-
.15**
15.Academic
achievement
.16**
.11**
.26**
.18**
.27**
.17**
.15**
-
* p <.05. ** p < .01. N = 34
The Big Five Personality Traits, Self-regulated Learning, and Academic Achievement
477