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Abstract
The purpose of this study was to examine the contributions of motivation, personality, learning strategies, and scholastic aptitude to academic achievement in college students. One hundred and eighty six undergraduate students completed measures that assessed academic achievement through grade point average (GPA). When partialled out with SAT score, only personality variables, explicitly Type T Personality and openness to experience remained significant predictors of academic achievement.
Introduction
One major goal of educational psychological research is to increase our understanding of the role of individual differences, motivation, ...