In a groundbreaking international study spanning seven diverse countries, researchers from HSE University and Southern Federal University have unveiled compelling evidence that personality traits significantly influence the academic success of schoolchildren. Moving beyond the traditional emphasis on cognitive skills such as logical reasoning, memory, and attention, this study delves into how non-cognitive attributes like conscientiousness and open-mindedness shape educational outcomes among 10 and 15-year-old students worldwide.
This extensive investigation utilised data from over 44,000 students drawn from an innovative survey—the OECD Survey for Social and Emotional Skills—conducted in 2019. The countries represented in the study—Russia, the USA, South Korea, Finland, Turkey, China, and Colombia—span various cultural, economic, and educational landscapes, allowing the researchers to scrutinise the interplay between personality traits and academic performance across heterogeneous environments. Such a multinational approach lends unprecedented depth to understanding the role these non-cognitive skills play, transcending geographic and social boundaries.
Central to the research were five core personality traits, commonly referred to as the Big Five non-cognitive skills, encompassing openness to new experiences, conscientiousness, extraversion, cooperation, and neuroticism (emotional instability). These characteristics, known to develop during childhood through familial and environmental influences, have enduring impacts throughout an individual’s life. Their incorporation into educational research marks a shift toward a more holistic understanding of what drives academic excellence beyond raw intellectual ability.
Of particular note is the powerful role of conscientiousness, a trait characterized by diligence, perseverance, and a disciplined approach to completing tasks. The study reveals that a one standard deviation increase in conscientiousness corresponds with a 4 percentage point rise in the probability of a student ranking within the top 25% academically. This finding underscores conscientiousness as a consistent predictor of success across all surveyed countries, highlighting its universal importance regardless of socio-cultural distinctions.
Closely following in influence is the trait of open-mindedness, or openness to new experiences. Students demonstrating higher levels of this attribute were 2.5 percentage points more likely to excel academically. This trait fosters curiosity and willingness to embrace challenges, traits that likely enrich learning experiences and problem-solving capabilities. Together, conscientiousness and openness represent non-cognitive dimensions that educators and policymakers may harness to enhance academic performance effectively.
Interestingly, the study also uncovered a nuanced effect concerning cooperation. While cooperative behaviour and willingness to compromise initially improve a student’s academic standing, this benefit follows an inverted U-shaped pattern. Beyond an optimal point, excessive cooperation can paradoxically diminish academic success, suggesting a complex balance between individual initiative and teamwork is necessary. This phenomenon, sometimes termed a “too good” trait, hints at social behaviours that can inadvertently stifle personal achievement if not aligned with self-motivation.
This finding about cooperation prompts deeper psychological inquiry, shedding light on the dynamic tensions between collaborative engagement and individual drive within educational settings. It challenges simplistic assumptions that social harmony always predicts better academic outcomes, inviting educators to cultivate nuanced interpersonal skills that balance cooperation with personal responsibility.
Moreover, the research critically examined the intersection of personality traits with socio-economic status, a factor long known to shape educational trajectories. The data confirm that children from lower-income households face a considerable disadvantage: those in the bottom 40% by income are 12.5 percentage points less likely to be among the top academic performers. However, when personality traits were factored into the model, this gap narrowed to 10.7 percentage points, suggesting that fostering non-cognitive skills can mitigate some of the educational inequality rooted in economic disparities.
This insight opens promising pathways for social mobility, illustrating that cultivating traits like conscientiousness and openness may serve as potent equalizers. Educational systems that prioritize the development of these skills could provide children from less privileged backgrounds with critical tools for overcoming structural barriers, thus influencing their long-term income prospects and social status.
From a policy perspective, the study carries profound implications. It advocates for an educational paradigm that integrates the systematic development of personality traits alongside traditional cognitive skills. These non-cognitive attributes are not fixed; they can be cultivated effectively through targeted curricula and school-based interventions. Recognizing their malleability and significant impact offers a tangible strategy for reducing educational disparities on a global scale.
Furthermore, by broadening the scope of academic assessment to include character traits, educators can adopt a more personalized approach to student development. This paradigm shift heralds a future in which education is not merely about imparting knowledge but also about nurturing the holistic potential of young learners to thrive academically and socially.
The evidence presented by this international collaboration underscores a fundamental truth: excellence in education requires a blend of intellect, character, and context. As schools worldwide grapple with challenges related to equity and quality, integrating non-cognitive skills development emerges as a scientifically supported pathway to elevate educational outcomes universally.
Ultimately, this study redefines our understanding of what constitutes the ingredients of academic success. It encourages stakeholders—educators, policymakers, parents—to appreciate the persistent and cross-cultural influence of personality traits while fostering an inclusive educational environment that equips all children with the competencies essential not just for school achievement, but for lifelong success.
Subject of Research: The influence of non-cognitive personality traits on academic performance among schoolchildren, with an emphasis on variations by socio-economic status.
Article Title: The effect of non-cognitive skills on academic performance: does it vary by socio-economic status?
News Publication Date: 18-Jun-2025
Web References:
https://www.sciencedirect.com/science/article/abs/pii/S0883035525001533?dgcid=coauthor
http://dx.doi.org/10.1016/j.ijer.2025.102680
Keywords: Education, Students, Learning, Educational assessment, Socioeconomics
