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The main objective of this study was to investigate the relationship between personality traits and academic performance among university students. A total of 200 students from a public university in a Southeast Asian country participated in the study. The participants completed a personality inventory and provided their academic records.

The results showed that extraversion and conscientiousness were positively correlated with academic performance, while neuroticism was negatively correlated. Specifically, students who were more outgoing, sociable, and organized tended to have higher grade point averages (GPAs), while those who were more anxious and emotionally unstable tended to have lower GPAs.

Interestingly, the relationship between personality and academic performance was moderated by gender. The positive effect of extraversion on GPA was stronger for male students, while the negative effect of neuroticism was more pronounced for female students. These findings suggest that the way personality traits influence academic success may depend on the student's gender.

The study also examined the role of study habits and time management as potential mediators of the personality-performance relationship. The results indicated that conscientious students tended to have better study habits and time management skills, which in turn contributed to their higher academic achievement. In contrast, neurotic students were more likely to procrastinate and have difficulty managing their time effectively, which partly explained their poorer academic performance.

Overall, the findings of this study highlight the importance of considering personality traits in understanding and supporting students' academic success. By identifying the specific personality characteristics that are associated with academic performance, educators and counselors can develop targeted interventions to help students develop the skills and strategies needed to thrive in the university environment.

For example, programs aimed at improving time management and study skills may be particularly beneficial for students high in neuroticism, while activities that foster social engagement and extracurricular involvement may be more helpful for introverted students. By tailoring support to students' individual personality profiles, universities can better promote academic achievement and overall student well-being.

Future research should continue to explore the complex interplay between personality, cognitive and non-cognitive factors, and academic outcomes. Longitudinal studies and cross-cultural comparisons would provide valuable insights into how these relationships may evolve over time and vary across different educational contexts. Ultimately, a deeper understanding of the role of personality in academic success can inform more effective and personalized approaches to student support and development.

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