Research separates two kinds of traits. Some help students at almost every college: conscientiousness (being organized and following through) and self-efficacy (confidence that you can do the work) predict grades wherever students enroll. Others shape where a student is likely to feel at home: how they make connections, how much structure they want, what interests them and what they value. Popular claims that match a personality type to a type of college go further than the evidence does.
What this guide is based on
- Peer-reviewed research only. We relied on meta-analyses (studies that combine the results of many earlier studies) and large studies across many colleges. Each is listed under Sources.
- What the research can and can't tell you: these findings describe averages across thousands of students. A trait that predicts something on average says little about any one person, and several of these findings come from a single study. We say so where it applies.
Traits that help at every kind of college
Conscientiousness. A meta-analysis of studies covering more than 70,000 students found conscientiousness to be the strongest of the Big Five personality traits for predicting grades, and its link to college grades was about as strong as intelligence's (Poropat, 2009). It mattered at every level of education studied.
Self-efficacy. A meta-analysis of research on university grades found that students' confidence in their ability to perform well academically was the strongest of the dozens of non-intellectual factors it examined (Richardson, Abraham and Bond, 2012).
Openness to new ideas has a smaller positive link to grades (Poropat, 2009).
These traits matter, but they aren't signs of where to go. They help everywhere. They also change: conscientiousness tends to rise through the late teens and twenties (Roberts, Walton and Viechtbauer, 2006), and confidence grows with experience of doing hard things well.
Traits that shape where a student may belong
How you connect with people
A 2024 study followed 4,753 first-year students at 12 colleges in the U.S. and Canada, from large public universities to small liberal arts colleges (Stubblebine, Gopalan and Brady). Students who were more extraverted, less anxious and less open to new experiences were somewhat more likely to attend large schools. More extraverted and more agreeable students reported a stronger sense of belonging everywhere, and by the end of the first year the link between extraversion and belonging was a little stronger at large schools. The authors call this part of their analysis exploratory, and the personality measure they used was brief.
A reasonable reading: a student who connects through a few close friendships, rather than a wide social circle, may want to look closely at how a college helps students find their people, whatever its size.
How you meet challenge and difference
A study of 8,475 first-year students at 46 colleges found that students who were more open to diverse perspectives and intellectual challenge reported richer college experiences and earned higher first-year grades (Bowman, 2014).
How much freedom you want
Self-determination theory, one of the most studied theories of motivation, finds that people learn with more energy and well-being when their need for autonomy (real choice and a voice in what they do) is supported (Niemiec and Ryan, 2009). Colleges differ here: some require a common core of courses, others let students build their own path. Which is right depends on how much freedom feels energizing rather than unmoored.
What interests you
John Holland's theory of interests (the six RIASEC types) is among the most supported ideas in this field. A review of more than 60 years of research found that when people's interests fit their field of study or work, they tend to perform better and stay longer (Nye and colleagues, 2012). This kind of fit shows up most clearly at the level of a major, not a type of college.
What you value
Research on first-generation college students found that university cultures built around independence can feel unfamiliar to students raised to value family and community first, and that this mismatch can affect performance (Stephens and colleagues, 2012). Neither set of values is better; what matters is whether a campus makes room for yours.
Common claims, checked
| Claim | What the research shows |
|---|---|
| "Only very disciplined students succeed at big universities." | Conscientiousness predicts grades at every kind of college. We found no study showing it matters more at large ones. |
| "Outgoing students do better at small colleges." | The one multi-college study we found points the other way for belonging: extraversion's link to belonging was a little stronger at large schools. |
| "Your personality type tells you which college to choose." | Personality researchers mostly use the Big Five, which has stronger evidence behind it than type-based tests such as the Myers-Briggs Type Indicator. We know of no research that matches personality types to college types. |
| "Highly selective colleges are for students with one standout talent." | That describes what some admissions offices look for, not who thrives once enrolled. |
| "The right size or selectivity sets you up for life." | In a survey of 29,560 graduates, the type of college attended had little relationship to later well-being or engagement at work. Experiences in college, such as mentors and long projects, mattered more (Gallup-Purdue, 2014). |
How to use this research
- Describe environments, don't rule out colleges. Use what you know about yourself to decide what to look for (smaller classes, a flexible curriculum, a strong residential community), not to cross places off.
- Look for several signals that agree. One score from one test is weak evidence. When your interests, values and how you connect with people all point the same way, that's worth paying attention to.
- Remember that people grow. Traits measured at 17 describe who you are now, not who you have to be.
Lens is built on this research. Seven assessments look at your interests, personality, values, motivation and more, and look for where they agree before suggesting the kinds of colleges and majors that may suit you. You can read about each study on our research page. Start with Lens →
FAQ
Does personality affect college success? Yes. Conscientiousness and confidence in your ability to do the work predict college grades, and they matter at every kind of college.
What personality traits matter most for choosing a college? Traits that shape belonging and motivation matter more for choosing than the ones that predict grades: how you connect with people, how much structure you want, and what you're interested in and value.
Are introverts better suited to small colleges? Research doesn't show that. One large study found outgoing students felt a slightly stronger sense of belonging at large schools, but introverted students belong at colleges of every size. What helps is knowing how a college helps students find their people.
Can a personality test tell me which college to go to? No test can name the right college. Well-validated assessments can help you describe the kind of environment where you're likely to thrive, which is a better place to start a list.
Related
- What college should I go to? What the research says matters most
- Big school or small college?
- Fitting in vs. belonging in college
Sources
- Poropat, A.E. (2009). A meta-analysis of the five-factor model of personality and academic performance. Psychological Bulletin, 135(2).
- Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students' academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2).
- Roberts, B.W., Walton, K.E., & Viechtbauer, W. (2006). Patterns of mean-level change in personality traits across the life course. Psychological Bulletin, 132(1).
- Stubblebine, A.M., Gopalan, M., & Brady, S.T. (2024). Who feels like they belong? Personality and belonging in college. PLoS ONE, 19(1): e0295436.
- Bowman, N.A. (2014). Conceptualizing openness to diversity and challenge. Innovative Higher Education, 39(4).
- Niemiec, C.P., & Ryan, R.M. (2009). Autonomy, competence, and relatedness in the classroom. Theory and Research in Education, 7(2).
- Nye, C.D., Su, R., Rounds, J., & Drasgow, F. (2012). Vocational interests and performance. Perspectives on Psychological Science, 7(4).
- Stephens, N.M., Fryberg, S.A., Markus, H.R., Johnson, C.S., & Covarrubias, R. (2012). Unseen disadvantage. Journal of Personality and Social Psychology, 102(6).
- Gallup and Purdue University (2014). Great Jobs, Great Lives: The Gallup-Purdue Index Report.