As a result, schools are being urged to focus intervention programmes for disadvantaged students on both improving social and character skills as well as academic attainment.
The study examined links between family background, character traits and career success, uncovering some clear connections between the three.
For example, highly extroverted people – those who are assertive, talkative and enthusiastic – are less likely to come from low income backgrounds but 25 per cent more likely to earn salaries of more than £40,000 a year.
Those from more advantaged backgrounds are also more likely to have high levels of openness, imagination and intellectual curiosity – also associated with career success. Aspirations are higher too.
The research, which has been published by the Sutton Trust, a social mobility charity, was conducted by Dr Robert de Vries from the University of Kent and Dr Jason Rentfrow from the University of Cambridge.
It focused on evidence from more than 150,000 UK residents in the BBC’s Big Personality Test.
Other traits that led to high-paying, successful jobs included self-discipline, efficiency and organisation – adults with these traits were 20 per cent more likely to secure a higher salary.
In a blog for the Sutton Trust, Dr de Vries explained: “In terms of personality, our literature review identified three character traits as particularly beneficial for career success: extraversion – or sociability, confidence and assertiveness – self-esteem and a positive outlook.
“We also found that having an external locus of control – or a belief that your successes and failures are outside of your own control – was particularly detrimental,” he added.
“The clear correlation between personality traits, career success and family background tells us that this is definitely a social mobility issue. Not only are children from better-off homes more likely to attend high-performing schools, live in homes conducive to learning and receive private tuition, but they’re also more likely to develop personality traits like extraversion that are beneficial in the workplace. They’re the confident, assertive, sociable ones who get the better jobs.”
The report, entitled A Winning Personality, urges schools to focus on using feedback to improve pupils’ social skills, including self-confidence and “cultivating a sense that students’ can improve their results with commitment”.
Furthermore, the importance of highlighting professional careers to disadvantaged students is emphasised, while intervention programmes for the disadvantaged should be “broad-based and focus on wider skills as well as academic attainment”. The report also urges schools to consider giving students suitable training in employability skills and interview techniques.
Dr de Vries added: “Schools have an important role to play. Careers advisors should improve knowledge and awareness of top professional careers among less advantaged students, allowing for high, but realistic, aspirations.
“We need to do more to improve young people’s ability to do well in job interviews, showing them how to improve with mock interviews and video playback, for example.
“Intervention programmes aimed at improving outcomes for disadvantaged young people need to be more holistic, focusing on developing students’ personalities and fostering the confidence to succeed.”