THE EFFECT OF PERSONALITY TRAITS ON STUDENT–TEACHER RELATIONSHIP AND ACADEMIC ACHIEVEMENT AMONG UNIVERSITY STUDENTS
Keywords:
Academic Achievement, Personality Traits, Student-Teacher Relationship, University StudentsAbstract
This study was an empirical study aimed at finding out the influence of personality traits on student-teacher relationship and academic achievement of university students. Personality traits are important factors that affect students' interpersonal behaviors, emotional adjustment, learning engagement and educational outcomes. The quantitative correlational research design was used. The sample size of this study was n = 300 university students who were selected by convenient sampling from public and private universities. The Big Five Inventory (BFI), Student–Teacher Relationship Scale (STRS), and the cumulative grade point average (CGPA), as a measure of academic achievement were used to collect data. Pearson correlation and multiple regression analyses were used to explore the relationships between variables. The results showed that student–teacher relationship and academic achievement were positively correlated with the openness, conscientiousness, extraversion and agreeableness, and negatively correlated with the neuroticism. The significant predictors of student–teacher relationship were also identified through regression analysis, with openness, conscientiousness, extraversion and agreeableness being significant predictors. With respect to the other Big Five personality traits, creativity was the only one that predicted academic success in doctoral students. With respect to the remaining Big Five personality traits, openness and conscientiousness were significant predictors of academic achievement in university students. The literature that already exists was also consistent with the functions of personality traits in influencing academic engagement, teacher relationships and learning outcomes.
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Copyright (c) 2026 Esha Arif, Kinza Arif, Ms. Raumish Masud Khan (Author)
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