摘要：AbstractIn this article we evaluate the possible impact of personality on school performance using information gathered by a cross-sectional local study carried out in the Timis County (West-Romania). Our findings partially confirm literature data proposing an insightful debate on the most disputed “Big Five” model. Incidentally, we bear out as suitable for a school age success the correspondence with our “adolescent model” comprising the following dimensions: Sociability, Sincerity, Inhibition, and Emotional Lability. The obtained results highlight the relation between some of the personality features and effective student educational needs.
