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Academics play a major role in shaping a student’s career trajectory and personality. It plays a crucial role in determining if a student will continue with his/her studies or not. This is, however, influenced by one’s personality traits. Thus, it is critical to comprehend how personality characteristics across individuals relate to academic motivation. According to the five-factor model, personality traits can be categorised as openness, conscientiousness, extraversion, agreeableness and neuroticism. This study aimed to investigate the impact of personality on the academic motivation of Indian students studying in the UK and the role of gender on it. The target population was 81 Indian university students aged 18-25, from universities across UK. After obtaining ethics, self-report questionnaires measuring personality traits and academic motivation were made available. Statistical analyses such as correlation, MANOVA and regression were performed using SPSS. Moderation analysis was conducted using PROCESS software to identify the moderating role of gender on the relationship between openness/conscientiousness and intrinsic motivation. Openness and conscientiousness personality trait predicted variance in intrinsic motivation. Regression analysis showed openness and conscientiousness have a statistically significant effect on intrinsic motivation and gender does not. Moderation analysis showed that gender does not moderate the relationship between intrinsic motivation and these two personality traits. There is no current research linking personality with academic motivation and moderating role of gender for this specific demographic . This study highlights the importance of understanding that students have different personalities, motivations, and learning styles and how educators should tailor their teaching approach accordingly so as to match their needs. Future research can focus on identifying other factors such as socio economic background, parenting styles, self-esteem etc that may impact academic motivation in these students.

This study sheds light on the intricate relationship between personality traits and academic motivation among Indian students studying in the UK. The results go against what is generally believed, showing a positive link between neuroticism and academic motivation, highlighting the complex nature of this association. The study also highlights the value of individualised educational approaches by demonstrating that not every one of the Big Five personality traits is directly correlated with academic motivation. These insights carry practical implications for educational institutions. Teachers are encouraged to adopt student-specific approaches, leveraging the positive link between neuroticism and academic motivation. Creating tailored interventions to foster emotional regulation and channel neurotic tendencies into productive academic endeavours could prove beneficial. Additionally, the study underscores the need to recognize personality diversity in academic settings. By acknowledging that different personality traits impact motivation uniquely, educators can refine their teaching methods to accommodate individual needs. Furthermore, teachers' positive reinforcement of students' autonomy, relevance, and relatedness of the information may enhance students' willingness to learn. While gender did not significantly moderate the relationship between personality traits and intrinsic motivation in this study, the findings highlight the evolving dynamics of gender in the academic context. This study paves the way for future research, encouraging exploration of the interplay between personality, gender, and academic motivation across various cultural and educational contexts. Overall, this research enriches our understanding of the complex interactions that shape students' academic experiences.