Gendered Personality Traits, Academic Programs and Academic Performance of Pakistani University Students: An Evidence From Pakistan


  • Rafaquat Ali Assistant Professor, Department of Education, Bahawalnagar Campus, Bahawalnagar, The Islamia University of Bahawalpur, Pakistan
  • Rabia Bahoo Lecturer, Department of Education, Government Sadiq College Women University, Bahawalpur, Pakistan
  • Bushra Shoukat Assistant Professor, Department of English, Bahawalnagar Campus, Bahawalnagar, The Islamia University of Bahawalpur, Pakistan



Stereotype Gender Roles, Traditional Subject Choices, Stereotype Personality Traits, Academic Performance, Gendered Subject Choices


The academic performance reflects students’ success or failure to achieve learning objectives and goals in their academic endeavours. Previous studies have highlighted the major influence of students’ gender, personalities, and academic programs on their academic performance. Different cultures, social settings, and educational systems promote different perceptions of gender roles that can produce different preferences of subjects and personality traits. Hence, the study aimed to assess the direct and total effects of Pakistani university students’ gender, personality traits, and subject choices or academic programs on their academic performance. The Structure Equation Modeling approach was applied in two stages to find out the impacts of gender, personality traits, and academic programs on students’ academic performance. The results showed that the gender variable is related to students’ personality traits and the academic program. Although, gender did not have a direct impact on students’ grades, but its total effect through personality traits and the academic program was significant. The personality traits were not found to have a direct or total significant effect on students’ academic performance. The academic performances of students of some academic programs were higher as compared to students of other academic programs. The stereotype gendered personality traits and subject choices were present in students. The students’ perceptions of stereotype gender roles, consequent personality traits, and subject choices should be intervened to improve the academic performance of both genders.


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How to Cite

Ali, R. ., Bahoo, R. ., & Shoukat, B. . (2021). Gendered Personality Traits, Academic Programs and Academic Performance of Pakistani University Students: An Evidence From Pakistan. Review of Economics and Development Studies, 7(3), 433-451.