Personality and academic performance at Francisco de Paula Santander University, Ocaña section
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cognitive ability, exposure to violence, academic performance, socio-emotional skills, personality
In Colombia, research related to academic performance is generally focused from the perspective of analyzing the individual's socio-emotional abilities, without identifying and examining the causes that generate these behaviors with an impact on personality, consequently, the need arises to fill a gap in the literature on the subject in Colombia, directing research on academic performance to more specific factors related to the personality of students; In this sense, this research was proposed whose objective was to establish the relationship between personality and academic performance of the students of the Francisco de Paula Santander University, Ocaña section, for which a personality test of the Five Factor Model (BFQ) was applied to a sample of 173 students. The results show agreement with what is established by the literature on the subject, the dimensions of Conscientiousness and Extraversion are reported as drivers of greater performance while the dimension of Emotional Stability generates negative marginal effects. However, these results only appear explicitly in the sample of women, results that lead to inquire whether there are cultural reasons or simple design that prevented obtaining significance in the responses of men with the exception of the factor of cognitive ability. Another relevant aspect to take into account in the consolidation of a predictive model of academic performance is the negative effect of being a victim of the armed conflict in a region historically affected by phenomena of violence.
C. Gélvez, A. Pérez , J. López y . B. Brigard , Marco teórico y herramientas de análisis de intervención psicosocial y desarrollo de habilidades blandas en el marco de la política pública de Generación de Ingresos para población en situación de pobreza extrema y desplazamiento, Bogotá: Departamento Nacional de Planeación, 2013.
Centro de Estudios sobre Desarrollo Económico [CEDE], Informe. Determinantes de la deserción., Bogotá: Universidad de los Andes, 2014.
A. Verbree, L. Maas, L. Hornstra y L. Wijngaards-de Meij, «Personality predicts academic achievement in higher education: Differences by academic field of study?.,» Learning and Individual Differences, vol. 92, nº 102081, 2021.
J. Heckman y T. Kautz, «Hard evidence on soft skills,» Labour Economics, vol. 19, nº 4, pp. 451-464, 2013.
A. T. Vazsonyi, M. Javakhishvili y M. Blatny, «Does Self-control Outdo IQ in Predicting Academic Performance?,» Journal of Youth and Adolescence, vol. 31, nº 3, pp. 499-508, 2022.
D. Adhitya, T. Mulyaningsih y B. Samudro, «The Role of Cognitive and Non-Cognitive Skills on Labour Market Outcomes in Indonesia,» Jurnal Ekonomi Malaysia, vol. 53, nº 1, pp. 3-16, 2019.
S. Kerr, W. Kerr y T. Xu, «Personality traits of entrepreneurs: A review of recent literature.,» Foundations and Trends® in Entrepreneurship, vol. 14, nº 3, pp. 279-356, 2018.
J. Heckman, J. Stixrud y S. Urzua, «The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior,» Journal of Labor Economics, vol. 24, nº 3, pp. 411-482, 2006.
C. Dweck, G. Walton y G. Cohen, Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning, Bill & Melinda Gates Foundation, 2014.
P. Kajonius y J. Johnson, «Assessing the structure of the Five Factor Model of Personality (IPIP-NEO-120) in the public domain,» Europe's Journal of Psychology,, vol. 15, nº 2, pp. 260-275, 2019.
A. Vedel y A. E. Poropat, Personality and academic performance., 2017, pp. 1-9..
S. Mammadov, «Big Five personality traits and academic performance: A meta‐analysis,» ournal of personality,, vol. 90, nº 2, pp. 222-255, 2022.
M. Kuhn y K. Johnson, «A Short Tour of the Predictive Modeling Process,» de Applied predictive modeling., Springer, 2013, pp. 19-26.
F. Galton, Inquiries into human faculty and its development, First electronic edition ed., 2001.
B. De Raad y H. Schouwenburg, «Personality in learning and education: A review. European,» Journal of Personality, vol. 10, nº 5, pp. 303-336, 1996.
J. Sterne, Meta-analysis in Stata: history, progress and prospects., Stata Users Group., 2004.
R. McCrae y P. Costa, «Toward a new generation of personality theories: theoretical contexts for the Five-Factor Model. The Five-Factor Model of Personality: Theoretical Perspectives.,» de The five-factor model of personality: Theoretical perspectives, Guilford Press., 1996, pp. 51-87.
S. Murphy, P. Fisher y C. Robie, «International comparison of gender differences in the five-factor model of personality: An investigation across 105 countries,» Journal of Research in Personality, vol. 90, nº 104047, 2021.
H. Arnold, «Moderator variables: A clarification of conceptual, analytic, and psychometric issues,» Organizational behavior and human performance,, vol. 29, nº 2, pp. 143-174, 1962.
A. Poropat, « Other-rated personality and academic performance: Evidence and implications,» Learning and Individual Differences, vol. 34, pp. 24-32, 2014.
A. Moya, ¿Pueden la violencia y los trastornos mentales condenar a la población desplazada a una situación de pobreza crónica?, vol. Documento CEDE 010998, Bogotá: Universidad de los Andes-CEDE, 2014.
H. Zhao, S. Seibert y G. Lumpkin, «The relationship of personality to entrepreneurial intentions and performance: A meta-analytic review,» Journal of Management, vol. 36, nº 2, pp. 381-404, 2010.
J. Ramírez, Exposición prenatal a la violencia: efectos a largo plazo sobre el desempeño escolar, Bogotá: Universidad de los Andes, CEDE, 2015.
A. Harker, A. Molano y J. Cristancho, Ecological Factors Associated to Social and Emotional Skill Development: Chronic exposure to violence in the context of the Colombian Civil Conflict., Bogotá: Universidad de los Andes, 2017.
G. Caprara, C. Barbaranelli, L. Borgogni y J. Moreno, BFQ: Cuestionario "Big Five", Tea ediciones, 2001.
A. Poropat, « A meta-analysis of the five-factor model of personality and academic performance,» Psychological bulletin, vol. 135, nº 2, pp. 32-338., 2009.
J. Stock y W. M., Introducción a la econometría., Madrid: Pearson Educación, S.A, 2012.
In Colombia, research related to academic performance is generally focused from the perspective of analyzing the individual's socio-emotional abilities, without identifying and examining the causes that generate these behaviors with an impact on personality, consequently, the need arises to fill a gap in the literature on the subject in Colombia, directing research on academic performance to more specific factors related to the personality of students; In this sense, this research was proposed whose objective was to establish the relationship between personality and academic performance of the students of the Francisco de Paula Santander University, Ocaña section, for which a personality test of the Five Factor Model (BFQ) was applied to a sample of 173 students. The results show agreement with what is established by the literature on the subject, the dimensions of Conscientiousness and Extraversion are reported as drivers of greater performance while the dimension of Emotional Stability generates negative marginal effects. However, these results only appear explicitly in the sample of women, results that lead to inquire whether there are cultural reasons or simple design that prevented obtaining significance in the responses of men with the exception of the factor of cognitive ability. Another relevant aspect to take into account in the consolidation of a predictive model of academic performance is the negative effect of being a victim of the armed conflict in a region historically affected by phenomena of violence.
C. Gélvez, A. Pérez , J. López y . B. Brigard , Marco teórico y herramientas de análisis de intervención psicosocial y desarrollo de habilidades blandas en el marco de la política pública de Generación de Ingresos para población en situación de pobreza extrema y desplazamiento, Bogotá: Departamento Nacional de Planeación, 2013.
Centro de Estudios sobre Desarrollo Económico [CEDE], Informe. Determinantes de la deserción., Bogotá: Universidad de los Andes, 2014.
A. Verbree, L. Maas, L. Hornstra y L. Wijngaards-de Meij, «Personality predicts academic achievement in higher education: Differences by academic field of study?.,» Learning and Individual Differences, vol. 92, nº 102081, 2021.
J. Heckman y T. Kautz, «Hard evidence on soft skills,» Labour Economics, vol. 19, nº 4, pp. 451-464, 2013.
A. T. Vazsonyi, M. Javakhishvili y M. Blatny, «Does Self-control Outdo IQ in Predicting Academic Performance?,» Journal of Youth and Adolescence, vol. 31, nº 3, pp. 499-508, 2022.
D. Adhitya, T. Mulyaningsih y B. Samudro, «The Role of Cognitive and Non-Cognitive Skills on Labour Market Outcomes in Indonesia,» Jurnal Ekonomi Malaysia, vol. 53, nº 1, pp. 3-16, 2019.
S. Kerr, W. Kerr y T. Xu, «Personality traits of entrepreneurs: A review of recent literature.,» Foundations and Trends® in Entrepreneurship, vol. 14, nº 3, pp. 279-356, 2018.
J. Heckman, J. Stixrud y S. Urzua, «The Effects of Cognitive and Noncognitive Abilities on Labor Market Outcomes and Social Behavior,» Journal of Labor Economics, vol. 24, nº 3, pp. 411-482, 2006.
C. Dweck, G. Walton y G. Cohen, Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning, Bill & Melinda Gates Foundation, 2014.
P. Kajonius y J. Johnson, «Assessing the structure of the Five Factor Model of Personality (IPIP-NEO-120) in the public domain,» Europe's Journal of Psychology,, vol. 15, nº 2, pp. 260-275, 2019.
A. Vedel y A. E. Poropat, Personality and academic performance., 2017, pp. 1-9..
S. Mammadov, «Big Five personality traits and academic performance: A meta‐analysis,» ournal of personality,, vol. 90, nº 2, pp. 222-255, 2022.
M. Kuhn y K. Johnson, «A Short Tour of the Predictive Modeling Process,» de Applied predictive modeling., Springer, 2013, pp. 19-26.
F. Galton, Inquiries into human faculty and its development, First electronic edition ed., 2001.
B. De Raad y H. Schouwenburg, «Personality in learning and education: A review. European,» Journal of Personality, vol. 10, nº 5, pp. 303-336, 1996.
J. Sterne, Meta-analysis in Stata: history, progress and prospects., Stata Users Group., 2004.
R. McCrae y P. Costa, «Toward a new generation of personality theories: theoretical contexts for the Five-Factor Model. The Five-Factor Model of Personality: Theoretical Perspectives.,» de The five-factor model of personality: Theoretical perspectives, Guilford Press., 1996, pp. 51-87.
S. Murphy, P. Fisher y C. Robie, «International comparison of gender differences in the five-factor model of personality: An investigation across 105 countries,» Journal of Research in Personality, vol. 90, nº 104047, 2021.
H. Arnold, «Moderator variables: A clarification of conceptual, analytic, and psychometric issues,» Organizational behavior and human performance,, vol. 29, nº 2, pp. 143-174, 1962.
A. Poropat, « Other-rated personality and academic performance: Evidence and implications,» Learning and Individual Differences, vol. 34, pp. 24-32, 2014.
A. Moya, ¿Pueden la violencia y los trastornos mentales condenar a la población desplazada a una situación de pobreza crónica?, vol. Documento CEDE 010998, Bogotá: Universidad de los Andes-CEDE, 2014.
H. Zhao, S. Seibert y G. Lumpkin, «The relationship of personality to entrepreneurial intentions and performance: A meta-analytic review,» Journal of Management, vol. 36, nº 2, pp. 381-404, 2010.
J. Ramírez, Exposición prenatal a la violencia: efectos a largo plazo sobre el desempeño escolar, Bogotá: Universidad de los Andes, CEDE, 2015.
A. Harker, A. Molano y J. Cristancho, Ecological Factors Associated to Social and Emotional Skill Development: Chronic exposure to violence in the context of the Colombian Civil Conflict., Bogotá: Universidad de los Andes, 2017.
G. Caprara, C. Barbaranelli, L. Borgogni y J. Moreno, BFQ: Cuestionario "Big Five", Tea ediciones, 2001.
A. Poropat, « A meta-analysis of the five-factor model of personality and academic performance,» Psychological bulletin, vol. 135, nº 2, pp. 32-338., 2009.
J. Stock y W. M., Introducción a la econometría., Madrid: Pearson Educación, S.A, 2012.
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