Personality and Academic Achievement in Three Educational Levels

Goh, David S.; Moore, Charles M.

doi:10.2466/pr0.1978.43.1.71

Cited by 31 publications

(28 citation statements)

References 11 publications

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“…As Psychoticism relates to insensitivity, solitariness and an uncaring attitude, and as such a trait is more likely to be negatively associated with educational settings, this result is unsurprising. Conscientiousness (a FFM trait) is positively related to achievement (not surprisingly) (Goh & Moore, 1987;Busato, et al 2000;Blickle, 1996& Costa & McCrae, 1992. Openness/Intuition (FFM and MBTI traits) have been positively associated with academic performance.…”

Section: Multi-trait Models and Learningmentioning

confidence: 99%

“…Eysenck & Cookson, (1969) found that the correlation between Extroversion and achievement changed from a positive to a negative correlation around the ages of 13-14. It is now generally accepted that Introverts (EPQ, FFM and MBTI traits) have an advantage in learning and are more likely to have better study habits (Goh & Moore, 1987;Sanchez-Marin, et al 2001), although contradictions remain. In reviewing nine studies connected with second language learning, Kiany (1998) found that two detected a positive relationship with Extroversion and L2 success, three found a positive relationship with Introversion and L2 success, and three found no link.…”

Section: Multi-trait Models and Learningmentioning

confidence: 99%

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Personality and Second Language Learning

Sharp¹

2009

ASS

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This paper examines the relationships which exist between personality and second language learning and adds to the data available on the use of a highly respected personality indicator, the Myers Briggs Type Indicator (MBTI). Language learning and academic success are both highly correlated with intelligence, but research suggests that the importance of intelligence declines after high school age, partly because of the stronger effects of personality. This study places emphasis on the importance of personality in learning success and examines research evidence on the issue, discussing some of the inconsistent results that have been obtained. A study of 100 Hong Kong university undergraduates was carried out to add to this research base. The instruments used were the MBTI for personality traits, the Strategy Inventory for Language Learning (S.I.L.L.) for learning strategies and a standardized test for language proficiency. Significant statistical relationships were not found and the reasons for this are discussed.

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Section: Multi-trait Models and Learningmentioning

confidence: 99%

Section: Multi-trait Models and Learningmentioning

confidence: 99%

Personality and Second Language Learning

Sharp¹

2009

ASS

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“…Other studies found that more stable students have also higher academic performance and achievement in post secondary and university education (Cattell and Kline, 1977;Goh and Moore, 1978;Sanchez-Marin, RejanoInfante and Rodriguez-Troyano, 2001;Lathey, 1991). The negative relationship between academic achievement (particularly examinations) and neuroticism that have been found in several previous studies and meta-analyses has been explained in terms of high stress and anxiety of neurotic students under test or examination conditions (Zeinder and Matthews, 2000).…”

Section: (Literature Review)mentioning

confidence: 99%

Big Five personality factors and individual performance /

Attia¹

2013

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Personality provides a measure of how an individuals thinks, communicates with other people, reacts to different situations, deals with stress, sets goals, works to achieve those goals as well as how he/she analyzes information and handles situations. During the past century numerous researchers have attempted to identify the role of personality in several indicators of career success (such as job performance and satisfaction) and occupation matching. Psychological researchers have regrouped a number of major personality traits that can affect and predict the global performance of individuals. One of the most important models of personality that has generated a considerable amount of interest is the Big Five factor model or FFM which classifies human personality into five broad factors or dimensions; conscientiousness, neuroticism (or emotional stability), extraversion, openness to experience, and agreeableness. Our study based on this model as a framework for measuring personality and focuses on the three most powerful and influential factors (conscientiousness, extraversion, and emotional stability) that have been shown in previous studies to be most consistently correlated with global individuals performance (whether academic or job performance). Our purpose is to investigate whether there is a relationship between these super factors of personality and an individual's performance, in order to identify which personality trait(s) can play a role and to what extent they can predict in individuals' performance.Academic performance has been assessed in the present study as an example of global individual performance with the purpose of studying the possibility of predicting global individual performance including academic or job performance by personality traits. This is because personality traits which can predict and lead to academic success and achievement can also predict somewhat high job performance and success.We assessed the academic performance through exam grades of two groups of 209 undergraduate students from two different academic courses: Marketing and Accounting in the Department of Administration Sciences at the University of Quebec at Chicoutimi. As well, we evaluated personality factors through a home-questionnaire of Page 2 of 97 37 questions based on Big Five factors and some other personality traits not included in FFM such as locus of control, self-esteem and life and job (academic) satisfaction. We had addressed the questionnaire to the participants of each course in the beginning of the academic year and then they took several written examinations at the end of their academic year. We designed each item of the questionnaire to evaluate a particular factor of personality and each factor of personality was evaluated by a set of items or questions -9 to 10 questions in average-in the questionnaire. Then we conducted correlation and regression analyses to examine the correlation and the predictive ability of each item of the three selected factors and the exam grades of the participant...

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“…Nevertheless, these factors explained only 20% of the variance in academic achievement. Results obtained with the Eysenck Personality Questionnaire (Eysenck & Eysenck, 1975) have shown that psychoticism, negatively and independently of age, is the dimension which is most consistently related to academic achievement (Goh & Moore, 1978;Aluja & Torrubia, 1998).…”

Section: Introductionmentioning

confidence: 99%

Socialized Personality, Scholastic Aptitudes, Study Habits, and Academic Achievement: Exploring the Link

Aluja

Blanch

2004

European Journal of Psychological Assessment

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Summary: This study analyzed the relationships among Cattellian personality factors, scholastic aptitudes, study habits, and academic achievement. A total of 887 volunteer students from primary education (453 males and 434 females), enrolled in 29 public schools, participated in this research. It was found that the scholastic aptitudes were the most predictive variables of achievement, while the personality traits had a low direct contribution to academic achievement, although the students with higher scores on socialized personality traits showed better study habits than those students with lower scores on personality socialization traits. The relationship between personality and academic achievement seems to be mediated by study habits. Moreover, females obtained higher academic achievement scores than males. These differences could be explained by the fact that females showed a more socialized personality pattern and better study habits.

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Personality and Academic Achievement in Three Educational Levels

Cited by 31 publications

References 11 publications

Personality and Second Language Learning

Personality and Second Language Learning

Big Five personality factors and individual performance /

Socialized Personality, Scholastic Aptitudes, Study Habits, and Academic Achievement: Exploring the Link

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