Abstract:
Psychology research indicates that there is a correlation between personality, technology use, and academic performance. Studies show that individuals with certain personality traits such as conscientiousness, openness to experience, and emotional stability are more likely to use technology effectively for academic purposes and achieve higher academic performance. Gender, age, and cultural background are also important factors that shape the relationship between personality, technology use, and academic performance. Women tend to use technology more effectively for academic purposes than men, and the relationship between personality and technology use is stronger for older individuals. However, external factors such as access to technology and quality of instruction also play a crucial role in technology use and academic performance. While personality may have an impact on technology use and academic performance, further research is necessary to develop interventions that can help individuals
