Gender, personality and academic performance: Self-Determination Theory and Regulatory Focus Theory as levers to open the black box between gender, personality, academic effort and performance Vrije Universiteit Brussel
The purpose of this study is to disentangle the complex relationship between gender, personality and academic performance. Previous work has shown higher levels of performance for female students. Further, a bulk of studies stressed the role of personality, conceptualized within the Big Five framework, with respect to academic achievement. The literature, however, is unclear with respect to personality as an underlying factor in the relationship ...