Abstract This article reports on a study that tested theory predicting differences in personality endowments between first-year and second-year accounting students, as well as the potential influence of personality on academic performance in the context of a large South African university. Data from 1 380 first-year and second-year accounting students was used to test theory predicting gendered differences in the relationships between personality and both throughput and performance. Multiple linear regression and multivariate analysis of variance (MANOVA) estimations were applied. The findings suggested that fewer students with openness and agreeableness continue to second-year accounting studies. While conscientiousness might not be a primary differentiator of performance at first year, at second year it dominates as a predictor of performance. The findings are expected to generalise to other contexts to the extent that such contexts share characteristics with the context under study.

中文翻译：

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南非大学的人格，性别和学生表现

摘要本文报道了一项测试理论的研究，该理论预测了一年级和二年级会计专业学生在人格personality赋上的差异，以及在南非一所大型大学中人格对学业表现的潜在影响。来自1 380名一年级和二年级会计专业学生的数据用于测试理论，该理论预测人格与吞吐量和绩效之间关系中的性别差异。应用多元线性回归和方差多元分析（MANOVA）估计。调查结果表明，较少有开放性和认同感的学生继续学习第二年会计。尽管尽职尽责在第一年可能不是主要的业绩差异因素，但在第二年，它主要作为业绩的预测指标。