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Year : 2021  |  Volume : 30  |  Issue : 2  |  Page : 323-328

Personality and mental health factors associated with performance at university level: A study of business administration students

1 Faculty of Management Studies, Sri Sri University, Cuttack, Odisha, India
2 Birmingham Medical School, University of Birmingham, Birmingham, United Kingdom
3 Department of Psychiatry, Steps to Health, Black Country Partnership NHS Foundation Trust, Wolverhampton, United Kingdom

Correspondence Address:
Dr. Nilamadhab Kar
Department of Psychiatry, Steps to Health, Black Country Partnership NHS Foundation Trust, Showell Circus, Low Hill, Wolverhampton WV10 9TH
United Kingdom
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/ipj.ipj_34_21

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Background: Performance of students at university level may be influenced by various factors. Aim: In a sample of business administration students, we explored personality, mental health, and life style factors associated with high and low achievers based on their examination grades (Grade A and higher vs. Grade B and lower). Methods: We studied personality factors using big five inventory (BFI)-10, anxiety through generalized anxiety disorder-7 screening scale, and depression by patient health questionnaire-9 scale. In open-ended questionnaires, stress, relationship, and drug uses were enquired about. Results: Considerable proportions of students had anxiety (33%) and depression (41%) at moderate-to-severe level; however, they were not different in the two groups. Higher examination grades were associated significantly with higher scores on conscientiousness factor of BFI-10 and female gender. There was no difference in self-reported stress or substance use between the two groups. Conclusions: While conscientiousness was associated with better performance, mental health factors were comparable between higher and lower grades in examination. The results highlight the need for further research on personality and modifiable factors such as stress, anxiety, and depression and to evaluate effectiveness of interventional approaches on academic performance.

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