Theoretical framework

Historical background

Education is an important part of people's success, both in their professional and

personal lives. Good education depends largely on the academic performance of

students, and this in turn can depend on many factors, such as the environment,

study habits, the use of appropriate study techniques, as well as the personality of

the individual. The latter is a factor of particular interest for this research. Writers

and philosophers have thought about personality for centuries. (Cloninger,

Susan C., Teorías de la personalidad, PEARSON EDUCACIÓN, MEXICO, 2003),

since personality affects every area of human existence, including academic

performance. Hence, personality is of utmost importance for this research,

Personality can be defined as the internal causes underlying individual

behavior and a person's experience. (Cloninger, Susan C., Teorías de la

personalidad, PEARSON EDUCACIÓN, MEXICO, 2003).. This individual behavior

directly affects the academic performance of students. The central role of

personality in academic performance has only been highlighted in recent years,

thus breaking the almost exclusive role played by intelligence (Nácher, 2002)

(Personalidad y rendimiento académico en estudiantes universitarios, Revista de

Psicología de la PUCP. Vol. XXI, 1, 2003 Edición de aniversario, Isabel Niño de

Guzmán1 , Arturo Calderón2 y Mónica Cassaretto3 Pontificia Universidad Católica

del Perú), it is in this way that theorists have tried to demonstrate that academic

performance depends not only on intelligence or related concepts, but also factors

as important and decisive as personality.

The first personality theorists presented different theories in this regard. It is

important to know about these theories for a better understanding of personality

and in this way to be able to understand how it affects the academic performance

of students. Nácher shows a significant correlation between neuroticism,

propensity for antisocial behavior and poor academic performance. Students

with lower academic performance would tend to be more anxious,

depressed, with feelings of guilt and low self-esteem, especially in

evaluation situations. (Personalidad y rendimiento académico en estudiantes

universitarios, Revista de Psicología de la PUCP. Vol. XXI, 1, 2003 Edición de

aniversario, Isabel Niño de Guzmán1 , Arturo Calderón2 y Mónica Cassaretto3

Pontificia Universidad Católica del Perú).. Among the personality theories

presented by Susan C. Cloninger, in her “personality theories” are the following:

The psychoanalytic perspective: This theory was presented by Sigmund Freud,

who states that people are not aware of the most important determinants of

their behavior. (Cloninger, 2003). According to Freud, the personality of the

individual develops from childhood, the unconscious and the experiences lived in

each of the stages described by this theorist will directly affect the personality of

the individual. Jung believed that the most interesting personality

developments occurred in adulthood, not childhood. This emphasis reflects

his interest in the future directions toward which personality is developing,

in contrast to Freud's emphasis on the past. (Cloninger, 2003). According to this

author, personality could still be developing in students, that is, it could be modified

to have better academic performance.

The social-psychoanalytic perspective: presented by Adler, Erikson and Horney, is

closely related to Freud's theory. The border between psychoanalytic and social-

psychoanalytic perspectives is blurred. The trait perspective, introduced by Allport

and Cattell, a trait is a theoretical construct that describes a basic dimension

of personality. (Cloninger, 2003). The learning perspective, presented by Skinner

and Staats as well as Dollard and Miller Behaviorism has been one of the most

important approaches in modern psychology. Radical behaviorism insists that

only observable behaviors should be included in a scientific theory.

(Cloninger, 2003).

The cognitive approach to social learning, defended by Mischel, Bandura and

Kelly. According to this view of learning, it is not possible to obtain an

adequate model of personality if we only describe people's overt behaviors

without paying attention to what they are thinking. (Cloninger, 2003). Finally,

the humanistic perspective, defended by Rogers and Maslow. Humanists

describe a “true self” that contains the potential for optimal growth. Moving

away from this true self results in unhealthy socialization, where other

people define what one should do. (Cloninger, 2003).

All these theories related to personality presented by different theorists are

important and complementary. In short, personality is a topic of great value.

Specifically for this research, understanding personality is relevant to identify how it

affects the academic performance of students. . This condition can be both for

good results and for not so good results, however, the central point of this research

is how personality affects academic performance.

The student environment is a space for intellectual discovery, personal growth, as

well as changes inherent to the student environment. New role models appear,

new ways of thinking, and more. Development in this area and academic

performance is significant when relating it to personality. Mastery of tasks, the

feeling of competence and personal worth are expressed in terms of

effective performance, although the development of a successful student

may also imply less conformism and greater anxiety (Watson and Lindgren,

1991). Inferior performance, on the other hand, is associated with feelings of

inhibition, insecurity, defensiveness, restlessness, irresponsibility, negative

attitudes toward school, opposition to authority, and poor emotional

adjustment. (Personality and academic performance in university students,

Journal of Psychology of the PUCP. Vol. XXI, 1, 2003 Anniversary Edition, Isabel

Niño de Guzmán1, Arturo Calderón2 and Mónica Cassaretto3 Pontificia

Universidad Católica del Perú)