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FIXED TRAITS AND FLEXIBLE HABITS: BALANCING PERSONALITY, CHRONOTYPE, AND LIFESTYLE IN WHOLE-PERSON EDUCATION

Abstract

PURPOSE: This study explores how balancing fixed traits, like personality and chronotype, with flexible lifestyle habits impacts academic performance in college students. The goal is to support a whole-person education approach by examining the roles of conscientiousness, physical health, and lifestyle choices. METHODS: Data were gathered from students (ages 18-25) at a private Christian university, including GPA, personality traits (HEXACO inventory), physical activity, BMI, and socioeconomic status. Analyses involved hierarchical clustering and regression to determine key predictors and student profiles. RESULTS: Higher conscientiousness and physical activity levels correlated positively with GPA (β = 0.086, p < 0.01; steps per day: β = 4.6e-05, p < 0.001). Socioeconomic status and lower cumulative stress also predicted better academic outcomes, supporting the Cumulative Risk Hypothesis. Cluster analysis identified three main profiles: (1) balanced students with moderate health and GPA, (2) students with academic challenges and higher BMI, and (3) high achievers with strong health and socioeconomic resources. Interaction analysis showed that conscientiousness and physical activity moderated negative effects of stress and lifestyle on GPA, especially for students under financial stress (interaction strength = 0.164). CONCLUSION: Results indicate that combining support for fixed traits with encouragement for health-promoting habits can improve academic performance. Institutions should focus on fostering conscientious habits and physical health to reduce stress impacts, supporting a holistic model for student success aligned with whole-person education principles.

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