RESEARCH PAPER
Influence of personality and emotional competences on academic performance: direct and indirect pathways mediated by perceived stress
 
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1
Department of Psychology, EA 3918 CERREV, University of Caen Normandy, Caen, France
2
Department of Performance Psychology, Institute of Psychology, German Sport University Cologne, Cologne, Germany
3
EA 4260 CesamS, University of Caen Normandy, Caen, France
4
School of Psychological and Social Sciences, York Saint John University, York, United Kingdom
Submission date: 2021-03-19
Final revision date: 2021-10-13
Acceptance date: 2021-11-09
Online publication date: 2021-12-12
Publication date: 2022-03-01
 
Current Issues in Personality Psychology 2022;10(1):61–70
 
KEYWORDS
TOPICS
ABSTRACT
Introduction:
Among the factors influencing academic performance (AP), individual differences at the trait level such as personality and emotional competences (EC) have been found to play a critical role, similarly to state variables such as perceived stress (PS).

Material and methods:
The aim of this study was to clarify whether the influence of personality (Big Five) and EC on AP (general point average) is direct and/or mediated via PS. 537 undergraduate students from a French university (112 male and 425 female, Mage = 19.84 years, SDage = 1.74 years, range = 18-30 years; first year: n = 293, 55%; second year: n = 162, 30%, third year: n = 82, 15%) filled out the test battery around three weeks before the final examination.

Results:
Path analysis showed that AP was directly predicted by conscientiousness (+), neuroticism (+), extraversion (–) and perceived stress (–), while perceived stress was predicted by neuroticism (+) and by intrapersonal EC (–).

Conclusions:
The results illustrate the robust influence of conscientiousness on AP, while EC was not found to influence AP directly, but indirectly via its effect on PS.

 
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