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Abstract This article evaluated the validity of two traditional traitedness measures (i.e., standard deviation traitedness measures and global, single-item traitedness measures) and three new traitedness measures (i.e., multi-item, ranking, and facet traitedness measures). Overall, there was poor construct validity for both the traditional and new measures of traitedness. Furthermore, traitedness was a spurious moderator of the relationship between openness to experience and academic performance. Finally, evidence of nonlinear personality-academic performance relationships was discovered.