This article titled “The Relationship Between the Five Major Personality Traits and Academic Motivation,” written by psychologists Komarraju and Karau, aims to analyze the potential of the traits of personality in the pursuit of academic results for both students and teachers. The authors present a logic of perception that attributes academic success to personality in their belief that this fundamental foundation will be imperative and useful for attitude and behavior modification in classrooms. The authors wanted to highlight that the five big personality traits play a key role in achieving academic success. My overall impression is that the authors have interpreted their argument in a credible manner using a logical and intelligible technique. Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay In this article, the authors relied on previous research and their own experiment to realize the truth of the result. Komarraju and Karau argue that positive traits equate to positive academic outcomes while negative personality traits equate to negative academic outcomes. Teachers and parents may find this article helpful in trying to help their children achieve good grades, just as students would independently benefit from adopting and attempting to restructure their dispositions in their pursuit of success. Although it lacks new and informative knowledge in this field, the article satisfactorily justifies the findings and clearly links them to its claim. Establishes clear criteria for predicting performance. The author was able to attribute prudence and constructive temperaments to impressive GPAs, which gives rise to the authors' key assertion that; “Academic success is strongly influenced by individual differences in motivation and achievement.” In summary, I believe that the authors' position that the big five personality traits are key players in achieving academic success has been adequately justified. Instructors and students can find this empowerment as they strive to make their efforts pay off after reading and understanding this article. Komarraju and Karau listed multiple authors for more detail and left room for critique and further integration of information from future research. The main purpose of the article was to establish how students' different personality traits influence their performance and which personality combinations are best. suitable for achieving academic success, (Komarraju and Karau, 2005). The hypothesis in use depended primarily on the use of independent variables and dependent variables to establish whether truly cause and effect. For example, conscientiousness was predicted to have an affirmative relationship with GPA and intrinsic motivation and a negative trait with amotivation. Openness was rated positively on intrinsic motivation because individuals who display this trait share strong intellectual curiosity. Extraverted individuals were expected to be extrinsically motivated while agreeable students were expected to be more extrinsically motivated and less amotivated. Those considered high in neuroticism were predicted to have low intrinsic motivation and high amotivation with lower GPAs. Individual dispositions were considered as independent variables while the results were possibly similar to the.