The big five personality correlates of academic performance among university students

Abstract

This study examines the relationship between personality traits and academic performance among undergraduate students at Makerere University in Kampala, Uganda. The study is guided by the Five-Factor Model of personality, which comprises conscientiousness, openness to experience, extraversion, agreeableness, and neuroticism. Personality traits have been widely recognized as important psychological factors that influence students' attitudes toward learning, study habits, motivation, time management, interpersonal relationships, and overall academic achievement. While previous studies are connected to the variables most of this evidence originates from Western countries, with limited research focusing on African contexts. The study used a quantitative cross-sectional design to examine the relationship between personality traits and academic performance among undergraduate students at Makerere University. Data was collected from a representative sample using a structured questionnaire adapted from the Big Five Personality Inventory (BFI), while academic performance was measured using self-reported GPA. Stratified random sampling was used to ensure representation across different colleges and years of study Data analysis was conducted using the Statistical Package for Social Sciences (SPSS). Descriptive statistics, including frequencies, percentages, means, and standard deviations, were used to summarize the characteristics of the respondents and the study variables. The findings of this study contributed to the growing body of knowledge on personality and academic performance and provide useful insights for students, lecturers, counsellors, and university administrators. Furthermore, the findings informed the development of evidence-based interventions and academic support programs aimed at improving student success in higher education institutions within Uganda and the broader African context.