Essay On Conscientiousness

Drs. Corker, Oswald, and Donnellan (2012) presented “Conscientiousness in the Classroom: A Process Explanation” in their quest to uncover the “why” and “how” of the already-documented connection between high levels of conscientiousness and high levels of achievement in academics, professions, and other goals. They note that the research of O’Connor and Paunonen (2007) shows that conscientiousness, of all The Big Five, is “the only practically significant personality predictor of postsecondary performance” (as cited in Corker et al., p. 996). This trait may also be indicative of later professional excellence, regardless of existing intelligence levels. Essentially, the underlying facets (drive to succeed, self-control, motivation to achieve, determination to persevere, etc.)

1001). The group proposed this hypothesis to be one of broader scope related to identifying the actual mechanics of facilitating conscientious behaviors to the end result of high grades and student success. Their research process involved self-reported, longitudinal data over two semesters, from nearly 350 psychology students. With students’ full, informed consent, the researchers first assessed the students’ personality types and self-reported ACT scores; then they utilized student surveys at the beginning of each semester, during each exam preparation, and after each exam completion; and finally, students’ grades were collected to complete study data at the end of each semester (until which point, the professor had remained blind to the participation of certain students) (pp.