Learning styles and approaches to learning.

Furnham, Adrian

doi:10.1037/13274-003

Cited by 5 publications

(7 citation statements)

References 62 publications

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“…Furnham (2010) has argued and demonstrated that a student's personality has a logical impact on various educational choices . Thus, he demonstrated a personality similarity effect in that there was a significant correlation between a student's Big Five personality trait score and those of the teachers they preferred to be taught by (Furnham & Chamorro‐Premuzic, 2009).…”

Section: Promising Avenues For Future Researchmentioning

confidence: 99%

“…The trait-complex profiles of students may similarly be associated with the kinds of academic speciality areas that they pursue for higher education opportunities (e.g., see Ackerman & Beier, 2003). Furnham (2010) has argued and demonstrated that a student's personality has a logical impact on various educational choices. Thus, he demonstrated a personality similarity effect in that there was a significant correlation between a student's Big Five personality trait score and those of the teachers they preferred to be taught by (Furnham & Chamorro-Premuzic, 2009).…”

Section: Promising Avenues For Future Researchmentioning

confidence: 99%

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Trait complexes and academic achievement: Old and new ways of examining personality in educational contexts

Ackerman

Chamorro‐Premuzic

Furnham

2011

British Journal of Educational Psychology

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BACKGROUND. Although recent research has provided evidence for the predictive validity of personality traits in academic settings, the path to an improved understanding of the nature of personality influences on academic achievement involves a reconceptualization of both criterion and predictor construct spaces. AIMS. For the criterion space, one needs to consider student behaviours beyond grades and level of educational attainment, and include what the student does among other things outside of the classroom. For the predictor space, it is possible to bring some order to the myriad personality constructs that have been developed over the last century, by focusing on common variance among personality and other non-ability traits. METHODS. We review these conceptual issues and several empirical studies. CONCLUSIONS. We demonstrate the possible increments in understanding non-ability determinants of academic achievement that may be obtained by focusing on areas where there is a theoretical convergence between predictor and criterion spaces.

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Section: Promising Avenues For Future Researchmentioning

confidence: 99%

Section: Promising Avenues For Future Researchmentioning

confidence: 99%

Trait complexes and academic achievement: Old and new ways of examining personality in educational contexts

Ackerman

Chamorro‐Premuzic

Furnham

2011

British Journal of Educational Psychology

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“…Additionally, to determine teacher expectation bias with respect to students' non-cognitive attributes, we address students' self-assessed schoolappropriate behaviours. In order to do so, we build on the theoretical concepts of approaches to learning (Furnham, 2012) and academic self-efficacy (Bandura, 1990). As both concepts refer to students' skills, behaviour and approaches with respect to learning, they have a close similarity to students' perceived school-appropriate behaviours, as defined by Kornblau (1982).…”

Section: Students' Cognitive and Non-cognitive Attributesmentioning

confidence: 99%

“…As both concepts refer to students' skills, behaviour and approaches with respect to learning, they have a close similarity to students' perceived school-appropriate behaviours, as defined by Kornblau (1982). Students' learning approach consists of work-related skills, such as learning independence and attention in the classroom (Furnham, 2012). Next, derived from Bandura's (1977) general theoretical concept of self-efficacy, students' academic self-efficacy points to students' beliefs in their capabilities to regulate their own learning and to master different subject matters, including planning of schoolwork (Bandura, 1990).…”

Section: Students' Cognitive and Non-cognitive Attributesmentioning

confidence: 99%

Bias in Primary School Teachers’ Expectations of Students? A Study of General and Specific Bias Towards SES, Ethnicity and Gender

Sneyers¹,

Vanhoof²,

Mahieu³

2020

Studia paedagogica

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Based on teachers' knowledge base of students, teacher expectations of students' (future) abilities and potential are shaped, in which bias may occur. This study investigates data on multiple attributes of 535 sixth-grade Flemish students to find out (1) whether teacher expectations of students' cognitive and non-cognitive attributes, of teacher-student relationships, and of parental involvement in education are biased, and (2) whether teachers differ in their expectation bias towards SES, ethnicity, and gender. By means of correlation analysis, in which we compared teacher expectations with multiple measured student attributes (i.e., their achievement test scores and self-assessments), the results showed statistically significant, positive correlations for all the attributes included, indicating an overall correspondence between teacher expectations and students' measured attributes. At the same time, using an indicator of teacher expectation bias by subtracting the students' measured attributes from the corresponding teacher expectations, this study highlighted an expectation bias in terms of over-and underestimation by teachers, especially with respect to teachers' expectations of students cognitive attributes and parental involvement in education. Also, a specific bias in teacher expectations towards SES and gender was found.

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“…This study was developed with reference to drawing from the latitude of these categories and personality traits provide the starting point as they are implicated in a wide variety of students' educational choices (Furnham, 2010). It is concluded that academic performance is a combination of factors such as ability, personality, and effort (Conard, 2006;Gagné & Perés, 2001), and therefore the focus in the research is on constructs that encapsulate the processes, pathways, and product of performance (Duff, Boyle, Dunleavy, & Ferguson, 2004;Zusho & Pintrich, 2003).…”

Section: Processes and Pathways Of Academic Achievementmentioning

confidence: 99%

Secondary Level Achievement

McIlroy

Palmer-Conn

Lawler

et al. 2017

Journal of Individual Differences

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Abstract:The study was developed in the context of Personality and Social Cognitive Theory with constructs that encapsulate non-intellective processes of academic achievement. The goal was to explore the role of the Five Factor Model (FFM) of personality in academic performance and to use this model as a reference point to test the incremental validity of two measures of Self-efficacy (Academic and Emotional) and an indicator of Absenteeism. Participants (N = 120) were comprised of 17-year-old male (n = 47) and female (n = 73) opportunistically sampled secondary level college students. A cross-sectional design was used to examine the relationship between the independent variables (FFM, Academic Self-efficacy, Emotional Self-efficacy, and Absenteeism) and the outcome variable, Grade Points Average (GPA). Correlation analysis found that four FFM factors and the two Self-efficacy measures were associated with GPA. In a hierarchical regression analysis, the FFM explained 22% variance on performance and the two Self-efficacy measures added 9% incremental variance followed by 3% for Absenteeism. Overall, the non-intellective constructs explain a substantial 34% variance on achievement and provide focal points for theoretical, empirical, and pedagogical evaluation. Moreover, they are suggestive of the pathways and processes that support learning, augment ability, and enhance achievement.

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Learning styles and approaches to learning.

Cited by 5 publications

References 62 publications

Trait complexes and academic achievement: Old and new ways of examining personality in educational contexts

Trait complexes and academic achievement: Old and new ways of examining personality in educational contexts

Bias in Primary School Teachers’ Expectations of Students? A Study of General and Specific Bias Towards SES, Ethnicity and Gender

Secondary Level Achievement

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