In the present study it is investigated whether students enrolled in different academic fields of study have differing personality traits (i.e., conscientiousness and openness) and whether the relationship between these traits and academic achievement differs by academic field. Using Structural Equation Modeling on data from a large sample of university students, this study examined to what extent students' levels of conscientiousness and openness differ by academic field and whether these personality traits have differential predictive value for academic achievement for students in different academic fields. We found that students who are more open to experience and less conscientious are more likely to enroll in a program in the academic field of arts/humanities than in another field. There were no differences in the predictive value of these personality traits for academic achievement by academic field when controlling for prior performance in high school. These findings emphasize the general effectiveness of conscientiousness in explaining academic achievement and also call for the consideration of academic fields or college majors in personality research. Besides having theoretical implications, these findings have practical implications for higher education.

本研究调查了就读于不同学术领域的学生是否具有不同的人格特质（即尽责性和开放性），以及这些特质与学业成绩之间的关系是否因学术领域而异。本研究使用结构方程模型对大样本大学生的数据进行了研究，考察了学生的责任心和开放性水平在多大程度上因学术领域而异，以及这些个性特征是否对不同学术领域学生的学业成绩具有不同的预测价值。我们发现，与其他领域相比，对经验更开放且不那么认真的学生更有可能参加艺术/人文学术领域的课程。当控制高中以前的表现时，这些个性特征对学术领域学业成就的预测价值没有差异。这些发现强调了尽责性在解释学业成就方面的普遍有效性，也呼吁在人格研究中考虑学术领域或大学专业。除了具有理论意义外，这些发现对高等教育也具有实际意义。