Conscientiousness and procrastination predict academic coursework marks rather than examination performance

Peter E Morris, Catherine O Fritz

Research output: Contribution to journalArticle

Abstract

Past research has reported a consistent but small relationship (e.g. r = .23) between conscientiousness and university academic performance. However, in almost all cases the nature of the academic work has not been divided into the major elements of coursework and examination performance. We examined the relationships between conscientiousness and procrastination and the coursework and examination performance of psychology students in their second and third year modules. Both conscientiousness (r = .45) and procrastination (r = -.39) were significant predictors of overall coursework marks and significantly predicted coursework marks for all but one of the individual modules. Correlations with examination marks were smaller and less consistent. Regression analysis showed that conscientiousness was the more dominant predictor than procrastination. These results extend the literature relating conscientiousness to academic performance, demonstrating that the relationship is stronger with coursework than with exams.
Original languageEnglish
JournalLearning and Individual Differences
Volume39
DOIs
Publication statusPublished - 15 Apr 2015

Fingerprint

examination
performance
psychology student
regression analysis
university
literature

Keywords

  • Academic performance
  • conscientiousness
  • procrastination
  • coursework
  • exams

Cite this

@article{96f698643d104f37b8878142e5770d26,
title = "Conscientiousness and procrastination predict academic coursework marks rather than examination performance",
abstract = "Past research has reported a consistent but small relationship (e.g. r = .23) between conscientiousness and university academic performance. However, in almost all cases the nature of the academic work has not been divided into the major elements of coursework and examination performance. We examined the relationships between conscientiousness and procrastination and the coursework and examination performance of psychology students in their second and third year modules. Both conscientiousness (r = .45) and procrastination (r = -.39) were significant predictors of overall coursework marks and significantly predicted coursework marks for all but one of the individual modules. Correlations with examination marks were smaller and less consistent. Regression analysis showed that conscientiousness was the more dominant predictor than procrastination. These results extend the literature relating conscientiousness to academic performance, demonstrating that the relationship is stronger with coursework than with exams.",
keywords = "Academic performance, conscientiousness, procrastination, coursework, exams",
author = "Morris, {Peter E} and Fritz, {Catherine O}",
year = "2015",
month = "4",
day = "15",
doi = "10.1016/j.lindif.2015.03.007",
language = "English",
volume = "39",
journal = "Learning and Individual Differences",
issn = "1041-6080",
publisher = "Elsevier",

}

Conscientiousness and procrastination predict academic coursework marks rather than examination performance. / Morris, Peter E; Fritz, Catherine O.

In: Learning and Individual Differences, Vol. 39, 15.04.2015.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Conscientiousness and procrastination predict academic coursework marks rather than examination performance

AU - Morris, Peter E

AU - Fritz, Catherine O

PY - 2015/4/15

Y1 - 2015/4/15

N2 - Past research has reported a consistent but small relationship (e.g. r = .23) between conscientiousness and university academic performance. However, in almost all cases the nature of the academic work has not been divided into the major elements of coursework and examination performance. We examined the relationships between conscientiousness and procrastination and the coursework and examination performance of psychology students in their second and third year modules. Both conscientiousness (r = .45) and procrastination (r = -.39) were significant predictors of overall coursework marks and significantly predicted coursework marks for all but one of the individual modules. Correlations with examination marks were smaller and less consistent. Regression analysis showed that conscientiousness was the more dominant predictor than procrastination. These results extend the literature relating conscientiousness to academic performance, demonstrating that the relationship is stronger with coursework than with exams.

AB - Past research has reported a consistent but small relationship (e.g. r = .23) between conscientiousness and university academic performance. However, in almost all cases the nature of the academic work has not been divided into the major elements of coursework and examination performance. We examined the relationships between conscientiousness and procrastination and the coursework and examination performance of psychology students in their second and third year modules. Both conscientiousness (r = .45) and procrastination (r = -.39) were significant predictors of overall coursework marks and significantly predicted coursework marks for all but one of the individual modules. Correlations with examination marks were smaller and less consistent. Regression analysis showed that conscientiousness was the more dominant predictor than procrastination. These results extend the literature relating conscientiousness to academic performance, demonstrating that the relationship is stronger with coursework than with exams.

KW - Academic performance

KW - conscientiousness

KW - procrastination

KW - coursework

KW - exams

U2 - 10.1016/j.lindif.2015.03.007

DO - 10.1016/j.lindif.2015.03.007

M3 - Article

VL - 39

JO - Learning and Individual Differences

JF - Learning and Individual Differences

SN - 1041-6080

ER -