The Relationship between School Performance and Students’ Personality Dimensions. Preliminary Study

AbstractThe efforts of educators and psychologists to understand the mechanisms that trigger school performance are increasing. This concernment is fully justified nowadays, when the youth's tendency to evade the rules, to acquire success by any means, with minimum of effort is clearly noticeable. The main objective of the study is to determine the relationship between typological tendencies of personality and academic performance of students. The study is based on an empirical research conducted on a lot of 106 subjects, students from various faculties of “Dunarea de Jos” University of Galati, Romania. Although the research is in progress, the partial results seem to indicate that, usually, students with academic performance are involved in tasks; they assume the responsibility of failure, compared to students who do not obtain notable performances. They identify external cause of the failure, they feel helpless. Generally, the students who obtain good results at exams consider the study a viable solution for academic success, one way that you can succeed in life. The involvement of students in learning activity has a great connection with their personality structure. Those who are sure of themselves assume responsibilities; they get involved, find solutions and is considered valuable