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The purpose of this paper is to establish the key predictors of Master of Business Administration (MBA) students' performance, considering the interaction between personality type, learning approaches and educational achievement. A structural equation model is formulated to check out the relationship perfection between the construct variables.

The study subjects were 208 MBA students at Zhejiang University. A questionnaire encompassing three sections was presented to the respondents. The first section is the revised two‐factor version of the study process questionnaire (R‐SPQ‐2F) developed by Biggs et al. The second section consists of 20 items developed based on a review of the International Personality Item Pool (IPIP) Five‐Factor Personality Inventory (Buchanan, 2001). The third section is about the respondents' background and personal information such as age, gender and their performance represented by their scores in the National Admission Examination System and their major course grade achieved during the first term of their academic year. A structural equation model was designed to examine the relationship between the study variables. Then covariance structural analyses of collected data were conducted for testing the model.

The main findings are significant correlations between the three personality traits, namely, extraversion, conscientiousness and openness to experience with the deep approach (DA) to learning predicting high MBA students' performance.

Personality type and students' approaches to learning constitute determinant factors impacting upon the education of management graduate students. Thus, institutions providing MBA programs must allocate more interest to examine their students' characteristics, in correlation with their performance rating. In this regard, the present study is designed to provide business education stakeholders with a modest model to depict the key predictors of MBA students' performance, particularly, part‐time MBA program whose participants are, in most cases, fully employed students, struggling to cope with their professional, educational and social duties.

This study empirically investigates the relationship between personality type and students' approaches to learning to find out their influence on MBA students' performance. The model results evidently demonstrate, on the one hand a significant correlation between these factors, and on the other hand their influence on the participants' performance reflecting high rating in pertinence with personality traits of extraversion, conscientiousness and openness to experience and the DA to learning.