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<p><strong>Cover Letter</strong></p>
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<p>Dear Professor Dr. Fernando Andres Polanco</p>
<p>We are writing to submit our manuscript, titled “Students` personality contributes more to academic performance than the wellbeing and learning approach”, to <em>Interamerican Journal of Psychology</em>.</p>
<p>We believe this article aligns well with the scope of <em>Interamerican Journal of Psychology, </em>because it considers personality dimensions, learning approaches, and wellbeing as predictors of academic performance, a phenomenon of great importance in the developmental phase of adolescence. Moreover, we believe the manuscript will be of interest because it takes a novel approach to assessing the association between personality, wellbeing and wellness, and student approaches to learning by focusing on a psychobiological model of personality.</p>
<p>Our principle findings were that personality temperament (persistence, novelty seeking, and harm avoidance) and character (self-directedness and self-transcendence) and a type of learning approach (deep) were significant predictors of academic performance. However, the affective wellbeing was a negative predictor of academic performance. In short, personality was responsible for explaining the highest value of variance, even after the type of learning approach and affective / cognitive well-being were added to the models. Moreover, deep approach to learning was a mediator of the relationship between personality and academic performance. Implications for school-based policies and practices are discussed emphasizing the need for personality nurturing programs.</p>
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<p>We attest that this paper has not been published elsewhere and is not currently being considered for publication. We also would like to state that all ethical guidelines were followed as required for conducting human research in Portugal.</p>
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<p>Yours Sincerely,</p>
<p>6 July 2020</p>
<p>Paulo Moreira (on behalf of all authors)</p>