Conscientiousness as a key to success for academic achievement among French university students enrolled in management studies

Conscientiousness as a key to success for academic achievement among French university students enrolled in management studies

This study aims to identify the role of the five-factor model in the prediction of academic motivation, procrastination, and academic achievement among French university students enrolled in management studies. Overall, 404 first- and second-year management students answered a questionnaire composed...

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Published in:The international journal of management education Vol. 16; no. 2; pp. 154 - 165
Main Author: Kertechian, Sevag K.
Format: Journal Article
Language:English
Published: Elsevier Ltd 01-07-2018
Subjects:
Academic achievement
Academic motivation
Conscientiousness
France
Procrastination
University students
Conscientiousness
Procrastination
Academic achievement
Academic motivation
University students
France
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Abstract This study aims to identify the role of the five-factor model in the prediction of academic motivation, procrastination, and academic achievement among French university students enrolled in management studies. Overall, 404 first- and second-year management students answered a questionnaire composed of the following scales: Big Five-fr, academic motivation, and procrastination. The study identified that management students with higher annual results are the most conscientious and intrinsically motivated, and they procrastinate less and are less amotivated. Thus, among management students, the trait of conscientiousness is the best predictor of academic achievement. On the whole, the contribution of this study is twofold: first, it brings to light the central role of conscientiousness, in particular as a moderator between amotivation and academic results; and second, it proposes the combined analysis of personality, motivation, and procrastination as explanatory variables for academic results. Finally, this study delivers useful insights on how to move towards greater engagement of first- and second-year students regarding French education policies. This is one of the first studies to provide evidence of the relationship between personality and academic success within the French context. •Personality differences has a significant impact on academic achievement, procrastination and academic motivation.•Students with higher annual results are the most conscientious, intrinsically motivated, less procrastinating and amotivated.•The trait of conscientiousness is the best predictor of at least academic achievement.•Conscientiousness mediates the relationship between amotivation and academic achievement.
AbstractList This study aims to identify the role of the five-factor model in the prediction of academic motivation, procrastination, and academic achievement among French university students enrolled in management studies. Overall, 404 first- and second-year management students answered a questionnaire composed of the following scales: Big Five-fr, academic motivation, and procrastination. The study identified that management students with higher annual results are the most conscientious and intrinsically motivated, and they procrastinate less and are less amotivated. Thus, among management students, the trait of conscientiousness is the best predictor of academic achievement. On the whole, the contribution of this study is twofold: first, it brings to light the central role of conscientiousness, in particular as a moderator between amotivation and academic results; and second, it proposes the combined analysis of personality, motivation, and procrastination as explanatory variables for academic results. Finally, this study delivers useful insights on how to move towards greater engagement of first- and second-year students regarding French education policies. This is one of the first studies to provide evidence of the relationship between personality and academic success within the French context. •Personality differences has a significant impact on academic achievement, procrastination and academic motivation.•Students with higher annual results are the most conscientious, intrinsically motivated, less procrastinating and amotivated.•The trait of conscientiousness is the best predictor of at least academic achievement.•Conscientiousness mediates the relationship between amotivation and academic achievement.
Author Kertechian, Sevag K.
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Keywords Conscientiousness
Procrastination
Academic achievement
Academic motivation
University students
France
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Snippet This study aims to identify the role of the five-factor model in the prediction of academic motivation, procrastination, and academic achievement among French...
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SubjectTerms Academic achievement
Academic motivation
Conscientiousness
France
Procrastination
University students
Title Conscientiousness as a key to success for academic achievement among French university students enrolled in management studies
URI https://dx.doi.org/10.1016/j.ijme.2018.02.003
Volume 16
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