ASSESSMENTS OF PERSONALITY TRAITS, PERCEIVED ACADEMIC STRESS AND ACADEMIC PERFORMANCE AMONG PRECLINICAL MEDICAL STUDENTS IN KANO STATE, NIGERIA

Academic stress is a prevalent challenge among medical students, especially during the preclinical years when cognitive and emotional demands are high. This study examined the relationship between perceived academic stress, personality traits, and academic performance among preclinical medical students. A cross-sectional design was used, involving 150 respondents selected through stratified random sampling from a Nigerian university. Data were collected using validated instruments, including the Perceived Academic Stress Scale (PASS), the Big Five Personality Inventory, and student CGPA records. Descriptive and inferential statistics were used for analysis. The results revealed that 78% of students experienced high levels of academic stress. While traits such as conscientiousness, neuroticism, and extraversion were interrelated, none of the Big Five personality traits showed a significant correlation with academic performance (CGPA). Additionally, there was a weak negative but statistically insignificant relationship between academic stress and academic performance (r = -0.094, p = 0.251). These findings suggest that although stress and personality traits are prevalent and interrelated, they do not directly influence CGPA among preclinical students. The study recommends institutional support programs to address stress and foster resilience without overemphasizing its presumed impact on academic grades