Deputy Principal
Mr Simon Vaughan, Deputy Principal
The Power of Character: How Conscientiousness and Open-Mindedness Shape Academic Success
Recent international research has shed new light on the profound impact of personality traits on student achievement. A large-scale study conducted by HSE University and Southern Federal University, and reported in Education HQ, has found that two key non-cognitive traits—conscientiousness and open-mindedness—significantly enhance academic outcomes for students aged 10 and 15 across seven countries, including the USA, South Korea, and Finland.
Traditionally, academic success has been linked to cognitive abilities such as memory, logic, andattention. However, this study highlights that—particularly those that govern behaviour, motivation, and adaptability—play an equally vital role. Conscientiousness, which encompasses self-discipline, perseverance, and a commitment to excellence, was found to increase the likelihood of a student being in the top 25% of academic performers by 4 percentage points. Open-mindedness, defined as a willingness to embrace new ideas and experiences, contributed a 2.5 percentage point increase.
These findings are particularly relevant for educators in Queensland and St Stephen’s, where we strive to support diverse learners across varied socio-economic backgrounds. The study also revealed that personality traits can help mitigate the effects of economic disadvantage. For example, students from low-income households typically face a 12.5 percentage point drop intheir likelihood of high academic achievement. When personality traits were factored in, this gap narrowed to 10.7 percentage points, suggesting that fostering these traits can promote social mobility.
Importantly, the researchers emphasise that these traits are malleable and can be cultivated through intentional educational practices. This presents a powerful opportunity for schools to embed character development into the curriculum—not as an add-on, but as a core component of teaching and learning. Curriculum that encourages goal-setting, reflective thinking, and collaborative problem-solving can nurture conscientiousness and open-mindedness in meaningful ways.
As we continue to refine our curriculum and pedagogy at St Stephen’s, these insights remind usthat academic success is not solely about what students know, but also about who they are becoming. By investing in the development of character alongside content, we empower our students to thrive—not just in school, but in life.
Regards,
Simon Vaughan
References:
Conscientiousness and open-mindedness help improve academic performance ...
Scientists identify personality traits that help schoolchildren succeed ...