Personality and family influences on adolescent attitudes to school and self-rated academic performance

Abstract We assessed the extent to which attitudes to school and self-rated academic performance are linked to the major personality dimensions as well as to perceptions of parental bonding. Respondents were 115 high school students (modal age=15 years and 9 months). Results revealed that the personality factors Conscientiousness and Psychoticism were consistently related to attitudes to school and academic performance, while the parental factors (care and overprotection) were only weakly related to outcomes. The results are discussed with reference to current knowledge of the major personality domains.

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