Correlative Study between Personality Traits, Student Mental Skills and Educational Outcomes

Bouiri, Oussama; Lotfi, Said; Talbi, Mohamed

doi:10.3390/educsci11040153

Cited by 11 publications

(12 citation statements)

References 45 publications

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“…Neither learners' preferences and styles are tested according the programs nor teaching styles are designed and practiced to match their cognitive desires. Learning styles are attached to individual's personality traits and teaching in line with the learners' expectations enhances their mental skills [11], their level of proficiency [18], and their listening skills [67]. A considerable number of studies has been carried out, and many tools such as self-report surveys, interviews, direct observations, and think-aloud techniques are accessible to investigate the learning styles.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

EFL learners' learning styles and their reading performance

2022

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Language learners struggle with achieving their highest reading competence, particularly when they sit standardized tests with authentic advanced passages. The related literature shows a significant gap in suggesting specific techniques or strategies for individuals to develop a reading competence. To fill this gap, this study investigated the potential relationship between EFL learners' reading performance and their learning styles. One hundred thirty-seven participants were administered the TOEFL PBT for their recruitment test, at which the reading scores were evaluated and analyzed. Ehrman and Leaver’s Questionnaire (2003) was used to classify participants’ learning styles in an ectenic-synoptic continuum. We used the Pearson Product Moment Correlation Coefficient to find any potential correlation between learners' performance and their scores as an ectenic or a synoptic learner. The results revealed a positive correlation between synoptic learners and success in the reading tasks. Consequently, a regression model provided the classification of successful learners at reading tests. Knowing that teachers have a variety of learners in their classes and their preferred learning styles can help course instructors to design activities that will exercise a range of cognitive processes and perspectives.

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Section: Theoretical Backgroundmentioning

confidence: 99%

EFL learners' learning styles and their reading performance

2022

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“…Вопрос оценки выраженности психологических особенностей пользователей социальных сетей встает во многих областях исследований: маркетинговых [1,2], управления персоналом [3,4], личностно-ориентированного обучения [5,6], прогнозирования социального поведения [7][8][9], анализа защищенности персонала компаний от социоинженерных атак [10] и др. Данная оценка может проводиться при помощи: тестов-опросников, психодиагностических интервью, рисуночных тестов, ролевых игр, проективных методик и др.…”

Section: Introductionunclassified

Predicting the results of the 16-factor R. Cattell test based on the analysis of text posts of social network users

Oliseenko¹,

Abramov²

2023

Naučno-teh. vestn. inf. tehnol. meh. opt.

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We investigated the possibility of automating the prediction of the 16-factor personality traits by R. Cattell from text posts of social media users. The proposed new method of automating the evaluation of R. Kettell's 16-factor personality test traits includes language models and neural networks. Implementation of the method involves several steps. At the first step text posts are extracted from user accounts of social media, pre-processed with language model RuBERT and previously trained over a full-connected neural network. The result of this step is a normalized empirical distribution of the posts by the previously introduced classes for each user. Subsequently, based on the distribution of user posts the evaluation of the expression of psychological features of the user is made with the help of support vector machine, random forest and Naive Bayesian classifier. The final data set for model building and further testing their performance was made up of 183 respondents who took the R. Cattell test, with links to their public social media accounts. Classifiers predicting results for six factors (A, B, F, I, N, Q1) of R. Cattells 16-factor personality test were constructed. The results can be used to create a prototype of automated system for predicting the severity of psychological features of social media users. Results of work are useful in the applied and research systems connected with marketing, psychology and sociology, and also in the field of protection of users from social engineering attacks.

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“…Knowing that the occupational status is the main characteristic that marks this specific side, it has been shown that the father's occupational status had a significantly stronger impact than the mother's in many countries such us Austria, Germany, Korea, Switzerland, United Kingdom, United States and others (Marks, 2007). Academic performance has a multidimensional character involving a set of psychological (Bouiri, Lotfi & Talbi, 2021), neuroscientific (Elouafi, Lotfi & Talbi, 2021) and chronobiological (Sabaoui, Lotfi &Talbi, 2021) parameters. The latter can be manifested in the impact of the chronotype not only on cognitive aspect, but also on what is psychomotor.…”

Section: Introductionmentioning

confidence: 99%

Analytical study of the impact of age chronotype and time preferences on the academic performance of secondary school students from a modest social background

Sabaoui

Lotfi

Talbi

2022

Retos

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The biological factors of the human being are subject to both endogenous and exogenous circadian rhythms. The effects of the latter on cognitive, psychomotor and academic performance is burdensome. During the weekdays, the adolescent interactions are regulated by the school rhythm on the one hand and the biological fluctuations on the other. However, no studies till nowdays have investigated the relationship of academic performance with age and chronotype or analyzed students’ time preferences of courses reviewing and familial socioeconomic status in a young Moroccan population. For this reason, we aimed to examine the impact of these variables on the scholar outcomes of Moroccan adolescents whose average age is 13 years, based on their grade levels.We used the “Morningness-Eveningness questionnaire (MEQ)” through its 19 multiple-choice questions to measure chronotype, while courses reviewing preferences on school days and familial socioeconomic status were investigated using a directive interview. As for the academic performance measures, we used the grade point average (GPA), extracted from “MASSAR platform” for each school subject.The majority of the sample is intermediate type (51.91 ± 9.66), 23.5% of it is morning type while the rest is evening type. Morning type students at all grade levels had a higher grade point average compared to moderate evening type. The results showed that chronotype has a main effect on both Humanistic/linguistic (p < .024) and Physical education grades (p < .031). While age (p< .001), mothers’ educational level and fathers financial status all have a significatif effect on students’ academic performance. Our results opt for the consideration of students’circadian typology, grade levels, time preferences and familial socioeconomic status when planning the school calendar, aiming from administrators to make small changes in the scheduling patterns that may improve the academic performance at a law-cost.

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Correlative Study between Personality Traits, Student Mental Skills and Educational Outcomes

Cited by 11 publications

References 45 publications

EFL learners' learning styles and their reading performance

EFL learners' learning styles and their reading performance

Predicting the results of the 16-factor R. Cattell test based on the analysis of text posts of social network users

Analytical study of the impact of age chronotype and time preferences on the academic performance of secondary school students from a modest social background

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