Personality traits and academic performance: Correcting self-assessed traits with vignettes

J. Coenen, B.H.H. Golsteyn, T. Stolp, D. Tempelaar

Research output: Contribution to JournalArticleAcademicpeer-review


© 2021 Coenen et al. This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.In this study, we investigate whether Conscientiousness, Emotional Stability and Risk Preference relate to student performance in higher education. We employ anchoring vignettes to correct for heterogeneous scale use in these non-cognitive skills. Our data are gathered among first-year students at a Dutch university. The results show that Conscientiousness is positively related to student performance, but the estimates are strongly biased upward if we use the uncorrected variables. We do not find significant relationships for Emotional Stability but find that the point estimates are larger when using the uncorrected variables. Measured Risk Preference is negatively related to student performance, yet this is fully explained by heterogeneous scale use. These results indicate the importance of using more objective measurements of personality traits.
Original languageEnglish
Article numbere0248629
JournalPLoS ONE
Issue number3 March
Publication statusPublished - 1 Mar 2021
Externally publishedYes


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