The relationship between the five-factor model of personality and academic achievement: a meta-analytic study

The aim of the present study is to use the meta-analysis method to combine the quantitative results of various studies on the relationship between the five-factor model of personality and academic achievement. In order to achieve this goal, in the present study, the findings of 36 quantitative studies were used, from which 167 effect sizes were calculated. The statistical population of this research is all the articles available in SID database, Irandoc, Mogiran. After checking the entry and exit criteria, the selected statistical indicators were analyzed with CMA version 2 software. The analysis of the data from the researches showed that the average effect size of the studied researches is 0.11 for the fixed effects model and 0.12 for the random effects model. . Also, the existing relationships between the components of the five-factor model of personality (extroversion, neuroticism, openness to experience, adaptability, task orientation) with academic progress are 0.11, -0.13, 0.15, 0.18, and 27. 0 was obtained. Due to the heterogeneity of the effect sizes, gender and the type of sample used in the researches were examined as moderating variables. The results showed that the effect size of the relationship between the five-factor model of personality and academic performance in the researches where female subjects were used for the research. It is more than other researches. Also, the effect size of the relationship between these two variables was found to be the same in studies that used students as samples.