Research Feed

Analyzing 213,259 adolescents across 30 countries via PISA 2022, this study found curiosity, perseverance, emotional control, empathy, assertiveness, and stress resistance each positively predicted science achievement, while cooperation showed a small negative link. Curiosity and perseverance were the strongest predictors. These trait-achievement associations were notably stronger in individualist societies, suggesting cultural context shapes how personality translates into academic performance.

This PRISMA-guided systematic review synthesized 14 studies (2020–2025) on Big Five/HEXACO traits and vocational outcomes in adolescents. Conscientiousness and Openness were positive correlates of career maturity, decision-making self-efficacy, and vocational identity in several studies, though Conscientiousness's effect often weakened or reversed once RIASEC interests or self-efficacy were added as predictors. Neuroticism (and its HEXACO counterpart, Emotionality) was the most consistent trait, reliably linked to greater decisional difficulty and career self-doubt. Extraversion and Agreeableness showed more selective associations, aligning with enterprising/social interests. RIASEC personality–aspiration congruence varied by culture (moderate in a collectivistic Asian sample versus low in a rural Latin American sample) though this contrast rests on just one study per context.

In 116 Indonesian psychology undergraduates, neuroticism was significantly positively associated with academic stress (r = 0.207), while extraversion (r = -0.331), agreeableness (r = -0.346), conscientiousness (r = -0.199), and openness (r = -0.366) showed significant negative associations. Openness had the strongest protective effect. Findings suggest sociability, empathy, discipline, and cognitive flexibility buffer academic stress, while emotional instability heightens vulnerability, extending Western personality-stress research to a collectivist educational context.

In 296 adolescents tracked over two years, student-teacher agreement on Big Five traits was highest for Extraversion (highly observable, low evaluativeness) and lowest for Neuroticism (less observable, more evaluative). Conscientiousness showed stronger agreement for girls than boys. Teachers consistently rated Extraversion, Openness, and (for girls) Neuroticism lower than students' self-ratings. Both personality traits and social competencies showed high temporal stability, with teacher ratings more stable than self-ratings, and agreement remained consistently low across the study period.

In 239 university students, conscientiousness emerged as the strongest personality predictor of both general and sport-specific mental toughness, with agreeableness showing smaller positive contributions. Neuroticism wasn't linked to mental toughness directly but predicted higher competitive anxiety among athletes. Training frequency correlated with both toughness types, and general mental toughness related to academic performance. Sport-specific mental toughness negatively predicted competitive anxiety, suggesting conscientiousness and emotional stability jointly shape resilience under pressure.

Among nearly 9,000 Brazilian teachers, Conscientiousness and Agreeableness were elevated while Negative Emotionality was low, replicating the occupational personality profile found in Western samples. Teaching-specific social-emotional and instructional characteristics mapped onto this Big Five structure but formed a distinct sixth factor, with personality accounting for only about 27% of their variance, leaving substantial teaching-relevant individual differences unexplained by broad traits alone.

A study of 72 software engineering students found that roughly one-quarter of "problematic" learners are actually high-neuroticism "delayed starters" (anxious, deadline-driven students who spike activity 67% within 72 hours of due dates). By contrast, high-conscientiousness students showed steady performance, high-agreeableness students engaged 76% more in forums, and high-openness students accessed 3.2× more optional materials. The author recommends milestone-based assessments and learning analytics to better support personality-driven learning differences.