Students’ Personality Contributes More to Academic Performance than Well-Being and Learning Approach—Implications for Sustainable Development and Education

Students’ Personality Contributes More to Academic Performance than Well-Being and Learning Approach—Implications for Sustainable Development and Education

The present study aimed to describe the predictive role of personality dimensions, learning approaches, and well-being in the academic performance of students. In total, 602 students participated in this cross-sectional study and completed a set of questionnaires assessing personality, learning appr...

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Bibliographic Details
Main Authors:	Paulo Moreira, Susana Pedras, Paula Pombo
Format:	Article
Language:	English
Published:	Asociación Universitaria de Educación 2020-12-01
Series:	European Journal of Investigation in Health, Psychology and Education
Subjects:	academic performance personality learning approach affective well-being non-affective well-being
Online Access:	https://www.mdpi.com/2254-9625/10/4/79

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