Clear personality differences were found for a sample of academically talented students when compared to a general population of same age students.

On the Myers-Briggs dimensions, the academically talented students differed statistically-significantly from the comparison group on all 4 dimensions. Specifically, the academically talented group expressed greater preferences for introversion, intuition, and thinking. Although there were more judging types in this group than in the comparison group, overall more academically talented students expressed a preference for a perceptive style.

They also tended to be higher on achievement motivation and lower on interpersonal and social concerns.

In particular, a cognitive style that emphasizes a thinking over a feeling mode appears to mediate gender differences in mathematics ability and achievement.

See Also:

“Similarities and Differences Between Intellectually Gifted and Average-Ability Students in School Performance, Motivation, and Subjective Well-Being”
“Big Five personality traits and academic performance: A meta-analysis”
“Personality predictors of academic outcomes: Big five correlates of GPA and SAT scores”
“General Mental Ability and Specific Abilities: Their Relative Importance for Extrinsic Career Success”
“Personality, intelligence and approaches to learning as predictors of academic performance”
“The Gender Gap in Self-Promotion”
“High IQ in Early Adolescence and Career Success in Adulthood: Findings from a Swedish Longitudinal Study”
“The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence”
“Personality traits, preferences and educational choices: A focus on STEM”
“Individual differences in executive functions are almost entirely genetic in origin”
“Evidence for specificity of polygenic contributions to attainment in English, maths and science during adolescence”