Unraveling the effect of personality traits on academic achievement and the mediating role of self-efficacy
Unraveling the effect of personality traits on academic achievement and the mediating role of self-efficacy

Summary/Abstract: Research has long established the link between both personality traits and self-efficacy in relation to academic achievement. In this context, using a sample of one hundred and thirty-eight Moroccan University EFL students (N = 138) of both undergraduate and graduate levels, this study analyzed both the predictive power and the effect of two higher-order personality factors, namely conscientiousness and extraversion, on academic achievement. Re- lying on the use of an integrated meditational structural model, this study also sought to examine the mediating role of general self-efficacy as a poten- tial variable that may shape this relationship. Correlational and linear regres- sion analyses showed a significant relationship between both conscientious- ness and self-efficacy, and academic achievement. This relationship, how- ever, did hold true for extraversion. Further, path analysis using structural equation modeling (SEM) did not reveal a link between conscientiousness and academic achievement. The results showed that self-efficacy does not mediate the relationship between conscientiousness or extraversion with ac- ademic achievement.

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