Contextual Performance in Academic Settings: The Role of Personality, Self-efficacy, and Impression Management

The main purpose of this paper was to analyse the predictive role of personality, self-efficacy, and impression management on contextual performance in academic settings. A sample of 223 university students voluntarily answered a battery of tests on-line. Results showed that conscientiousness, extraversion, and agreeableness, as well as self-efficacy, predict contextual performance self-evaluations. Furthermore, the significant interaction between conscientiousness and self-efficacy multiplies their influence. Besides, impression management contributes to predicting contextual performance, but did not interact with the remaining variables. Results related to personality and self-efficacy are consistent with those found in work settings.