A Study On The Relationship Between Conscientiousness And Academic Achievement

As an important personality trait(one of the five personality factors),the structure and function of conscientiousness is undoubtedly the focus of personality research.However,most of the measurement of conscientiousness is self-report questionnaire,while there are few researches on the combination of questionnaire and other measurement methods to investigate the structure of conscientiousness,and there are many researches on the adaptive function of conscientiousness in life,work and study.Achievement performance function is the most important adaptive function of conscientiousness.But how does accountability work? Whether there are other mediating factors is not a lot of research in this area.Therefore,this study combines questionnaire method and experimental method to measure conscientious personality,and investigates its relationship with cognitive flexibility,Problem-directed coping style and academic achievement.The first study examined the relationship between implicit and explicit conscientiousness;the second study explored the relationship between implicit and explicit conscientiousness and academic achievement;the third study explored the impact of explicit conscientiousness,cognitive flexibility and Problem-directed coping style on academic achievement by using chain intermediary model.The main conclusions are as follows:(1)There are significant differences in gender,grade,residence,only child and other demographic variables in some dimensions of College Students' conscientiousness,cognitive flexibility,Problem-directed coping style and academic achievement variables;(2)There is no correlation between the explicit and the implicit,which are two independent structures;(3)There is a significant positive correlation between academic achievement and explicit conscientiousness,but not between implicit conscientiousness and explicit conscientiousness;(4)There is no significant mediating effect between explicit responsibility and academic achievement between cognitive flexibility and Problem-directed coping style;(5)Through cognitive flexibility,the specific components of explicit conscientiousness promote individuals to adopt Problem-directed coping style,and then improve their academic achievement.Specifically,competency,organization,professionalism,responsibility and prudence positively predict academic achievement through cognitive flexibility and Problem-directed coping style.