Personality, Behavior, and Academic Achievement: Principles for Educators to Inculcate and Students to Model

Distal and proximal associates of academic performance at secondary level: A mediation model of personality and self-efficacy

“…Furthermore, the impact of the FFM on intermediate constructs, such as self-efficacy is also beginning to be explored (Caprara et al, 2011). However, the predictive validity of self-efficacy is optimised when specific rather than general measures are employed (Bandura, 1997;Pajares, 1996), such as the Academic Self-efficacy measure used in this study (Mcilroy, Bunting & Adamson, 2000;Mcilroy & Bunting, 2002). …”

“…In contrast students with low Self-efficacy are likely to give up easily, invest less effort and see tasks as more difficult than they are (Britner & Pajares, 2006). 1.5 Academic Self-efficacy: postulated as a mediator of personality in performance Academic Self-efficacy is specifically designed to tap academically relevant behaviours and approaches to learning (Mcilroy, Bunting & Adamson, 2000;Mcilroy & Bunting, 2002) in contrast to the FFM which was not designed primarily for this purpose (Ackerman, Chamorro-Premuzic & Furnham, 2011). Given that Academic Self-efficacy is specific, it is construed to be proximal to performance , whereas the five factors of personality are seen as distal (Bidjerano & Dai, 2007), there is a good justification for postulating Academic Self-efficacy as a mediator for the FFM, especially the two factors most implicated in performance (Openness and Conscientiousness).…”

“…The sample used was 17 year old students toward the end of their secondary education (the non-compulsory stage beyond 16 for UK students) and therefore on the threshold of transition to tertiary level education. The use of specific Academic Self-efficacy (rather than general Self-efficacy) followed a pattern initiated in recent Italian studies but the present study was in a different culture, and an adult measure of Academic Self-efficacy that had been previously validated on university samples (Mcilroy, Bunting & Adamson, 2000;Mcilroy & Bunting, 2002) rather than a children's version (Pastorelli, Caprara, Barbaranelli, Rola, Rozsa, & Bandura, 2001). …”

Prediction of Educational Achievement Based on Learning Styles Mediated by Academic Self-Efficacy: A Case Study on the Students of Medical Professionals in Kerman University of Medical Sciences, Iran

“…Each item indicates one of the 4 learning styles (visual experience, reflective observation, abstract conceptualization, and active experimentation), and the responder scores the option from 1 to 4 based on the preferred learning style. To assess the students' educational self-efficacy, the McIlroy and Bunting academic self-efficacy scale, with 0.71 validity, was used (15), and the validity of the questionnaire was reported as "good." They also indicated a 0.81 reliability score based on Cronbach's alpha coefficient for the psychology students (15).…”

“…To assess the students' educational self-efficacy, the McIlroy and Bunting academic self-efficacy scale, with 0.71 validity, was used (15), and the validity of the questionnaire was reported as "good." They also indicated a 0.81 reliability score based on Cronbach's alpha coefficient for the psychology students (15). The students completed the questionnaires based on a 7-option Likert scale for each item from completely disagree = 1 to completely agree = 7; current grade point average (GPA) was used to assess level of academic achievement.…”