Costa, P. T., & McCrae, R. R. (2006) Trait and Factor Theories. In M. Hersen, & J. C. Thomas (Eds.), Comprehensive Handbook of Personality and Psychopathology. Vol. 1. (pp. 96-115). Hoboken: Wiley & Sons, Inc.

has been cited by the following article:

• TITLE: Influence of Personality Traits and Age on Academic Self-Handicapping among Undergraduate Students of Ahmadu Bello University, Zaria, Nigeria

  AUTHORS: Anna Litvinova, Musa Balarabe, Aisha I. Mohammed

  KEYWORDS: Personality Traits, Academic Self-Handicapping, Age, Undergraduates, Nigeria

  JOURNAL NAME: Psychology, Vol.6 No.15, December 7, 2015

  ABSTRACT: The present study examined the differences in academic self-handicapping among undergraduate students based on personality traits and age. Participants (N = 440) completed two questionnaires— Big Five Inventory and Self-handicapping Scale. Analysis of data reveals that significant negative correlation exists between academic self-handicapping of undergraduates and their next personality traits—agreeableness, conscientiousness and openness to new experience (with r = -.322, -.317 and -.161 respectively), while with neuroticism this correlation is positive (r = .439). The academic self-handicapping did not show any significant correlation with extraversion and students’ age. Considering the negative impact of academic self-handicapping in educational process and significant relationship between academic self-handicapping and personality traits, teachers and counsellors need to pay more attention to students’ personality as one of the important factors affecting motivation and achievement.