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Abstract
Ability indicates what a person can do, but personality suggests what a person will do (Furnham & Chamorro-Premuzic, Citation2004). This review paper highlights the authors' findings with reference to personality-related measures associated with the process and product of academic performance (AP). The Five Factor Model (especially Conscientiousness) has been demonstrated to predict AP, providing incremental variance alongside ability (Conard, Citation2006; O'Connor & Paunonen, 2007). Self-efficacy is established as a robust predictor of AP (Fenollar, Roman, & Cuestas, Citation2007; Goldstein & Ford, Citation2002; Mcilroy & Bunting, Citation2002; Wigfield & Eccles, Citation1992), and as a cognitive-behavioural complement to personality. Moreover, negative constructs such as test anxiety and computer phobia provide essential information for learning experiences and outcomes. Finally, current focus on retention, adjustment, personal development planning (PDP), and employability is facilitated by Emotional Intelligence. These constructs reinforce the need to include assessment and feedback that are both diagnostic and formative.
