This article entitled “The relationship between the big five personality traits and academic motivation”, written by psychologists Komarraju and Karau, aims to analyze the potential of personality traits in the pursuit of studies. success for both learners and teachers. The authors present a logic of perception that links academic success to personality, convinced that this essential basis will be imperative and useful in modifying attitudes and behaviors in the classroom. The authors wanted to emphasize that the five major personality traits were key players in academic success. My overall impression is that the authors interpreted their argument in a credible manner while employing a logical and intelligible technique. Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay In this article, the authors relied on previous research and their own experience to realize the truth of the result. Komarraju and Karau argue that positive traits equate to positive academic outcomes, while negative personality traits equate to negative academic outcomes. Instructors and parents may find this article helpful when trying to help their children achieve good grades, just as students would benefit regardless of adopting and restructuring their dispositions in their quest for success. Although it lacks new and informative knowledge in this area, the article satisfactorily justifies the conclusions and clearly relates them to its claims. It defines clear criteria for predicting performance. The author was able to attribute prudence and constructive temperaments to the impressive GPAs, giving rise to the authors' key assertion that: "Academic success is strongly influenced by individual differences in motivation and achievement." » In summary, I believe that the authors' position that the big five personality traits are key players in academic success is sufficiently justified. Instructors and learners may find it stimulating as they struggle to make their efforts bear fruit, after reading and understanding this article. Komarraju and Karau listed more authors for more details and left room for criticism and additional information from future research. The main objective of the article was to establish how different personality traits among students affect their performance and which personality combinations are best. adapted to academic success (Komarraju and Karau, 2005). The hypothesis used depended primarily on the use of independent variables and dependent variables to establish whether it was truly cause and effect. For example, conscientiousness was predicted to be a positive relationship with GPA and intrinsic motivation and a negative trait with amotivation. Open-mindedness was rated positively on intrinsic motivation since individuals who exhibit such a trait share a strong intellectual curiosity. Extraverted individuals are expected to be extrinsically motivated, whereas agreeable students are more extrinsically motivated and less amotivated. Individuals considered high in neuroticism were predicted to have low intrinsic motivation and high amotivation with lower GPAs. Individual dispositions were considered as independent variables while outcomes possibly similar to the prediction were.