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TopOne of the first applications of trait-based personality assessment was the prediction of academic performance. Consistent with this, the research of author Webb and others found that personality measures were correlated with academic performance.
Unfortunately, early research was hampered by inconsistent research findings and methodological issues. Agha, Alrubaiee and Jamhour (2012) expressed the view that personality contributed to academic performance and he acknowledged, however, that this point of view was not supported by evidence, because the research up to that time had been affected by inconsistent and incorrect methodologies.
Later, the difficulty of a research based on various theories and measures was highlighted, and in 1978 a lot of creativity in methodology was noted, but this did not show clear trends. The next major review of the field further emphasized the scattered nature of this research and the lack of a general framework or paradigm, while in 2003 the researchers concluded that the findings were “irregular”. In summary, research assessments on the relationship between personality and academic performance have generally presented erroneous conclusions, largely due to the use of variable research methodologies and theoretical bases (Ashkanasy, 2011; Tajeddini, 2015).
Early research into the links between personality and work performance found variable results (Cameron & Quinn, 2011). These findings led to the conclusion that the overall personality dimensions were not largely related to job performance.
Several studies have been conducted to identify and analyse many factors that affect the academic performance of students in different learning centres (Tajeddini, 2015; Orzan, 2001; Yadav & Sagar, 2013). Their findings identify student effort, prior education, parent education, family income, motivation, student age, learning preferences, course attendance, and qualification as factors that have a significant effect on academic performance. of students in various situations. Parental involvement is another factor that has been consistently linked to the child's increased academic performance. While this relationship between parental involvement and a student's academic performance is well established (Ashkanasy, 2011). There are two types of factors that affect students' academic performance that show that internal and external class factors strongly affect student performance.