Personality traits in learning and education

Raad, Boele De

doi:10.1002/(sici)1099-0984(199609)10:3<185::aid-per256>3.0.co;2-m

Cited by 100 publications

(43 citation statements)

References 28 publications

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“…The findings of this study are, however, in conflict with those specifying Conscientiousness as the most consistent personality predictor of academic performance (e.g., Blickle, 1996;Busato, Prins, Elshout, & Hamaker, 2000;Chamorro-Premuzic & Furnham, 2003a, 2003bDe Raad, 1996;Furnham et al, 2003;Hirschberg & Itkin, 1978). After administering the NEO to 255 Croatian school pupils, Bratko, Chamorro-Premuzic, and Saks (2006), for example, found a correlation coefficient of .46 (p <.01) between the students' mean score grade and Conscientiousness and thus announced that "high scorers on Conscientiousness tend to be organized, achievement-oriented, reliable and hard-working" (p. 135).…”

Section: Resultsmentioning

confidence: 97%

School Performance, Cultural, Social and Personality Factors and Their Relationships with Majoring in Foreign and First Languages

Khodadady¹,

Zabihi²

2011

ELT

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This study reports the performance of 419 undergraduate and graduate students on three questionnaires addressing their biodata, social and cultural capitals and personality factors. The statistical analysis of the students' diploma Grade Point Averages (GPAs) and monthly family income (MFI) showed that the GPAs and MFIs of students majoring in English as a foreign language were significantly higher than those majoring in Persian as a first/second language. Among the five personality factors, i.e., Neuroticism, Extroversion, Openness, Agreeableness and Conscientiousness, only the last revealed significant relationships with the eight social factors, i.e., Parental Consultation, Family-School Interaction, Family Support, Extracurricular Activities, Family Relationship, Parent-School Encouragement and Facility, Peer Interaction, and Religious Activities, for both English and Persian students. Conscientiousness, however, correlated significantly only with the GPAs of Persian students (r = .21, p <.01). Similar significant differences were found in the relationships among the GPAs and social factors underlying the social capitals of English and Persian students. Since the highest correlations obtained in the study belonged to different cultural, social and personality factors for English and Persian students, it is argued that learners approach a foreign language as a goal in itself whereas students of native languages employ them to achieve various objectives such as establishing interpersonal relationships through Extroversion and overcoming their Neuroticism through social interactions. The implications of the findings are discussed within the context of foreign language teaching and suggestions are made for future research.

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Section: Resultsmentioning

confidence: 97%

School Performance, Cultural, Social and Personality Factors and Their Relationships with Majoring in Foreign and First Languages

Khodadady¹,

Zabihi²

2011

ELT

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“…Among the big five factors, the Conscientiousness factor has been found most consistently to predict academic achievement in both preclinical and clinical phases of medical education (Costa & McCrae 1992;Goff & Ackerman 1992;Blickle 1996;De Raad 1996;De Raad & Schouwenburg 1996;Busato et al 2000) and performance in the work environment (Barrick & Mount 1991;Salgado 1998;Dudley et al 2006;Burch & Anderson 2008). Obviously, facets of this factor such as achievement striving, competence, dutifulness, self-discipline, order and deliberation (Costa & McCrae 1992) can provide a plausible explanation as to why the Conscientiousness factor is the best predictor of academic success in undergraduate college students (Wolfe & Johnson 1995), as well as graduate college students (Wiggins et al 1969), and in medical school (Lievens et al 2009).…”

Section: Selected Personality Instruments Frequently Used In Medical mentioning

confidence: 99%

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Hojat

Erdmann²,

Gonnella³

2013

Medical Teacher

120

132

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In a paradigm of physician performance we propose that both ''cognitive'' and ''noncognitive'' components contribute to the performance of physicians-in-training and in-practice. Our review of the relevant literature indicates that personality, as an important factor of the ''noncognitive'' component, plays a significant role in academic and professional performances. We describe findings on 14 selected personality instruments in predicting academic and professional performances. We question the contention that personality can be validly and reliably assessed from admission interviews, letters of recommendation, essays, and personal statements. Based on conceptual relevance and currently available empirical evidence, we propose that personality attributes such as conscientiousness and empathy should be considered among the measures of choice for the assessment of pertinent aspects of personality in academic and professional performance. Further exploration is needed to search for additional personality attributes pertinent to medical education and patient care. Implications for career counseling, assessments of professional development and medical education outcomes, and potential use as supplementary information for admission decisions are discussed.''In the physician or surgeon no quality takes rank with imperturbability [which] means coolness and presence of mind under all circumstances and the physician who has the misfortune to be without it loses rapidly the confidence of his patient.''

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“…However, conscientiousness is the most stable predictor of academic achievement (Blickle, 1996;Busato et al, 2000;ChamorroPremuzic & Furnham, 2003a, 2003bDe Raad, 1996) while impulsiveness as its negative pole is linked to violent behaviour, vandalism,thefts (Higgins, Kirchner, Ricketts & Marcum, 2013;Komarovskaya, Loper & Warren, 2007) and substance abuse (Verdejo-Garcia, Lawrence & Clark, 2008), which indirectly influences the decreasing connection with school and the increase in the probability of dropping out.…”

Section: Introductionmentioning

confidence: 99%

Familial and individual reasons for student dropout: Schools’ perception

Videnović¹,

Lazarević²

2017

Psihol istra

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The main objective of the research was to identify individual and familial factors students cite as the reasons for dropping out of school or being at the risk of doing so. We interviewed a total of twelve students who dropped out of school or are at the risk of dropping out of primary (six students) or secondary school (six students) and four parents. A semi-structured interview was used. We singled out four categories of students, determined by their perception of the reasons for dropping out of school. Those categories included: underage pregnancy, assuming a parental role, problematic behaviour (thefts, fights) and weak motivation for school and learning. It seems justified to look for a typology of dropout cases since each of the selected groups of students requires specific preventive measures in order to secure continuation of their education. Furthermore, research has shown that, when it comes to their children dropping out of school, parents tend to blame the child's character traits they deem unchangeable. The failure of school staff to help the child further encourages this belief in parents.

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Personality traits in learning and education

Cited by 100 publications

References 28 publications

School Performance, Cultural, Social and Personality Factors and Their Relationships with Majoring in Foreign and First Languages

School Performance, Cultural, Social and Personality Factors and Their Relationships with Majoring in Foreign and First Languages

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Familial and individual reasons for student dropout: Schools’ perception

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