Academic Performance Across Gender, Ethnicity, Personality, and Emotional Intelligence.
Abstract
Generation Z comprises today’s university students and tomorrow’s workforce, underscoring the need to understand the determinants of their academic success. This study investigated the impact of demographic variables (gender, ethnicity) and psychological traits (personality and emotional intelligence) on academic performance. A cross-sectional design was employed, targeting students from finance, economics, and marketing programs. Data were collected through an online survey measuring personality dimensions, emotional intelligence, demographic details, and CGPA, with all responses anonymized to ensure ethical compliance. Findings revealed that male students outperformed females, contrasting with previous research but reflecting Malaysian cultural norms and risk-taking behaviors that may enhance learning. Chinese students achieved the highest academic performance, followed by Indians, suggesting cultural values emphasizing effort and family responsibility, as well as minority groups’ appreciation for educational opportunities. Personality traits were significant predictors: low Neuroticism correlated with better performance, while Openness showed mixed effects—higher among average performers and lower among top achievers—indicating that broad curiosity may reduce focus on mastery. Emotional intelligence showed no significant link to academic success, reinforcing the dominant role of cognitive ability and personality traits. These findings highlight the importance of demographic and psychological factors in shaping academic outcomes and suggest that interventions should consider cultural context and personality-driven learning strategies.
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References
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