OCD Tendencies, Personality Traits, and Its Impact on Academic Performance Among University Student

Abstract

The association between OCD tendencies, personality traits, and their effect on university students' academic performance was examined using a correlational study. The hypothesis was that academic achievement, personality traits, and OCD tendencies must be related. The Big Five Inventory (John & Srivastava, 1999), the Academic Performance Scale, and the Obsessive Compulsive Inventory-Revised (Foa et al., 2002) were created to evaluate the relationship between OCD tendencies, personality traits, and academic performance. For this purpose, data was collected from 300 university students. Academic performance was positively correlated with Agreeableness, conscientiousness, and openness, while it was negatively correlated with sex, indicating that males had higher academic performance scores than females. Moreover, gender was also a significant predictor of academic performance, with males outperforming females. Also, Conscientiousness and Agreeableness significantly predicted academic performance, suggesting that higher levels of organization and responsibility, along with cooperative and empathetic individuals, tend to perform better academically. However, OCD tendencies, extraversion, neuroticism, and openness were not significant predictors of academic performance.