Chamorro-Premuzic, Tomas, and Adrian Furnham. “Personality, intelligence and approaches to learning as predictors of academic performance.” Personality and Individual Differences 44.7 (2008): 1596-1603.
http://www.sciencedirect.com/science/article/pii/S0191886908000032
http://ion.uwinnipeg.ca/~clark/teach/2700/Chamorro.pdf
Students took NEO-PI-R Big Five personality traits test, the Study Process Questionnaire for learning, the Wonderlic IQ test and Baddeley Reasoning test, both for cognitive.
Academic achievement correlated to ability, achieving and deep learning approaches, Openness and Conscientiousness.
IQ tests rarely account for more than 50% of the variance in academic performance (AP).
The past ten years has seen a growing number of studies on correlating personality and academic performance.
Conscientiousness is the most significant correlate of academic performance. That can be further understood as persisting, self-discipline, and achievement-orientation nature of conscientious students.
Openness to Experience that is described as aesthetic interests, creativity, and intellectual curiosity has also been linked.
There is inconsistent results with surface and deep learners in different disciplines of programs.
Study found Openness, Conscientiousness, deep and achieving approaches to learning were all positively correlated with academic performance.
Conscientiousness was the strongest predictor of exam grades.
Conscientiousness, Openness, and deep learning approaches explained the variance.
This highlights the validity of personality and learning approaches over IQ.
Understanding Procrastination 