Prioritizing personality diversity: a commitment and performance based perspective

Abstract

Purpose

Using the affect theory of social exchange, this study investigates the mediating role of students' affective commitment between their personality traits (extraversion and agreeableness) and academic performance.

Design/methodology/approach

This research employs mixed-method study, that is exploratory text analysis using 123 responses followed by a survey of 300 responses among the management students to test the proposed model.

Findings

Results reveal a direct positive association of extraversion and agreeableness with students' affective commitment towards their academic institution. Additionally, negative indirect effects of affective commitment were found between the two personality traits and academic performance.

Originality/value

The study highlights both positive and negative outcomes of so-called favorable personality types of extraversion and agreeableness, thereby, building a prima facie case for promoting personality diversity in management institutions.

Citation

Garg, N., Anand, P. and Vakeel, K.A. (2023), "Prioritizing personality diversity: a commitment and performance based perspective", International Journal of Educational Management, Vol. 37 No. 5, pp. 1005-1023. https://doi.org/10.1108/IJEM-06-2022-0218