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We investigated two factors that predict students' achievement and behaviour in undergraduate mathematics: gender and personality. We found that gender predicted students' achievement and behaviour when considered in isolation, but ceased to be predictive when personality profiles were taken into account. Furthermore, personality accounted for significantly more variance in undergraduates' achievement and behaviour than did gender, but the converse was not the case. We therefore argue thatdoi:10.1080/14794802.2013.874094 fatcat:dhgvgxqyobeuhb5otig5gk5ioa