Predicting students’ learning strategies: The contribution of chronotype over personality

Ruffing, Stephanie; Hahn, Elisabeth; Spinath, Frank M.; Brünken, Roland; Karbach, Julia

doi:10.1016/j.paid.2015.04.048

Cited by 24 publications

(17 citation statements)

References 32 publications

(51 reference statements)

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“…Nevertheless, this contradictory finding is interesting, because Tsaousis (2010) detected a slight positive effect between morningness and extraversion in the metaanalysis, while there was no relationship in the single studies (with the exemption of Ruffing et al, 2015). This relationship between morningness and extraversion emerged in a similar direction and size in this population.…”

Section: Discussionmentioning

confidence: 84%

Chronotype, Sleep Behavior, and the Big Five Personality Factors

2017

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Chronotype refers to individual differences in sleep timing and in preferences for a given time of day while sleep duration refers to the hours of sleep. Here, we assessed chronotype, sleep duration, and nightmare frequency in relation to the Big Five personality factors. Overall, 2,492 persons (1,437 women, 1,055 men) completed the online survey between March 23, April 8, 2015. The mean age of the sample was 47.75 ± 14.41 years. In bivariate correlations, age, extraversion, agreeableness, and conscientiousness were related to morningness, and openness to experience and neuroticism were related to eveningness. In the multiple regression, gender, neuroticism, and agreeableness were not related to chronotype. Morning types slept less at weekends than evening types, and evening types showed longer sleep latencies. Neuroticism showed the strongest effect on nightmare frequency followed by openness to experience. Nightmare frequency declined with age, and there was a small but significant effect of conscientiousness on nightmare frequency; persons with higher conscientiousness scores reported slightly more often nightmares. Chronotype was not associated with nightmare frequency. To conclude, chronotype is associated with personality factors and sleep behavior (sleep duration on weekends and sleep latency).

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Section: Discussionmentioning

confidence: 84%

Chronotype, Sleep Behavior, and the Big Five Personality Factors

2017

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“…The sample investigated in this study was part of the German longitudinal Study on Individual and Organizational Influences on Study Performance in Teacher Education (SioS; Kaub et al, 2012 ; Reichl et al, 2014 ; Ruffing et al, 2015 ) at Saarland University. The project aimed at investigating professional competencies in teacher education by means of a longitudinal 6-years assessment.…”

Section: Methodsmentioning

confidence: 99%

Learning strategies and general cognitive ability as predictors of gender- specific academic achievement

et al. 2015

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Recent research has revealed that learning behavior is associated with academic achievement at the college level, but the impact of specific learning strategies on academic success as well as gender differences therein are still not clear. Therefore, the aim of this study was to investigate gender differences in the incremental contribution of learning strategies over general cognitive ability in the prediction of academic achievement. The relationship between these variables was examined by correlation analyses. A set of t-tests was used to test for gender differences in learning strategies, whereas structural equation modeling as well as multi-group analyses were applied to investigate the incremental contribution of learning strategies for male and female students’ academic performance. The sample consisted of 461 students (mean age = 21.2 years, SD = 3.2). Correlation analyses revealed that general cognitive ability as well as the learning strategies effort, attention, and learning environment were positively correlated with academic achievement. Gender differences were found in the reported application of many learning strategies. Importantly, the prediction of achievement in structural equation modeling revealed that only effort explained incremental variance (10%) over general cognitive ability. Results of multi-group analyses showed no gender differences in this prediction model. This finding provides further knowledge regarding gender differences in learning research and the specific role of learning strategies for academic achievement. The incremental assessment of learning strategy use as well as gender-differences in their predictive value contributes to the understanding and improvement of successful academic development.

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“…Los factores de sensibilidad emocional (I) y el de suspicacia (L), y Dominancia (E) nos indican que los estudiantes presentan un alto nivel de competitividad, y autosuficiencia en sus tareas, sin caer en la culpa obsesiva, de acuerdo con los resultados obtenidos en el factor O vinculado a las tendencias a la culpabilidad. Esta realidad revela una tendencia natural a no dejarse arrastrar por prejuicios, a mostrar interdependencia entre las imposiciones dogmática de los grupos y a descubrir diversidad de accesos a las experiencias desde su perspectiva cognitiva (Zuffian et al, 2013;Vedel, 2014;Ruffing et al,2015;Zhou, 2015).…”

Section: Resultsunclassified

Personalidad del estudiante exitoso. // The personality of successful student

Alvarado-Ochoa¹,

González-Gordillo²,

Fontaines-Ruiz

et al. 2018

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ResumenLa investigación tuvo como objetivo determinar el perfil de personalidad del estudiante exitoso de la Universidad Técnica de Machala, Ecuador, mediante la aplicación del test 16pf. Se estudiaron los perfiles de personalidad de 292 estudiantes con promedios ubicados entre 9,5 y 10, durante el segundo período académico del año 2015. El 32% fueron del sexo masculino y el 68% femenino. La edad promedio de la población fue de 25 años de edad. Los resultados reportan que el estudiante exitoso presenta caracterís-ticas compartidas entre la practicidad y lo bohemio; tienen una fuerte tendencia a lo pragmático, práctico y lógico, mostrando autocontrol. Su inteligencia no lo exime de mostrar conformidad con intereses intelectuales coherentes con la sostenibilidad de la norma académica. Afrontan de manera equilibrada situaciones de estrés académico e insatisfacción, mostrando lejanía con un cuadro neurótico, básicamente por su relación consciente con las normas en armonía con sus sentimientos. Presentan apertura a la experiencia vigilada por el tesón de la dominancia. Tienen alta autoeficacia basada en la percepción de su inteligencia, y en el control de sus actos, sin dejar que sus emociones lo dominen, llegando a ser resilientes y promotores de cambios en su entorno.Palabras Clave: Personalidad; estudiantes exitosos; 16Pf, Cattell; estudiantes universitarios. AbstractThe objective of the research was to determine the personality profile of successful students of the "Universidad Técnica de Machala",, Ecuador, by applying the 16pf test. The personality profiles of 292 students with averages between 9.5 and 10, during the second academic period of 2015 were studied. The 32% of students were male and 68% female. The average age of the population was 25 years old. The results report that successful students show shared characteristics between the practicality and the unorthodox. They have a strong tendency towards the pragmatic, practical and logical, demonstrating self-control. Their intelligence does not exempt them from showing compliance with intellectual interests that are consistent with the sustainability of academic standards. They face the stress generated from academic situations and dissatisfaction in a balanced manner, showing distance with a neurotic picture; basically, because of their conscious relationship with standards that are in harmony with their feelings. They demonstrate openness to the experience supervised by the determination of dominance. Successful students have high self-efficacy based on the perception of their intelligence and in control of their actions, without letting their emotions dominate them, becoming resilient and promoters of changes in their environment.

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Predicting students’ learning strategies: The contribution of chronotype over personality

Cited by 24 publications

References 32 publications

Chronotype, Sleep Behavior, and the Big Five Personality Factors

Chronotype, Sleep Behavior, and the Big Five Personality Factors

Learning strategies and general cognitive ability as predictors of gender- specific academic achievement

Personalidad del estudiante exitoso. // The personality of successful student

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