Relationships of Some Personality Variables to Academic Attainment of Secondary School Pupils

Maqsud, Muhammad

doi:10.1080/0144341930130102

Cited by 23 publications

(23 citation statements)

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“…Finally, high scores for both neuroticism and extroversion are frequently common in certain people (Eysenck & Eysenck, 1964) whose personalities are likely to enact aggressive behaviors -as in the present sample (factors G, Q3, and C). This confirms the majority of studies by Abd El Baset (1994), Csorba and Dinya (1994), and Maqsud (1993) on personality and performance.…”

Section: Discussionsupporting

confidence: 92%

Personality and Academic Productivity in the University Student

2001

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The personality characteristics of the failing university student at the University of Seville were investigated. In total 103 students with a mean age of 21 years were evaluated using the 16 PF questionnaire. The personality profile was completed by application of the Survey of Interpersonal Values (SIV), including an intelligence evaluation using the Wechsler Intelligence Test. The results support the majority of previous studies in which certain personality traits were found to relate to academic failure (Lathey, 1991;Weiss, Lotan, Kedar, & Ben-Shakhar, 1988). Students who are failing in their courses scored significantly higher for neurosis and extroversion than did their population group. Results encourage consideration of the existence of other personality traits which limit academic success. We believe more precise lines of investigation and the formulation of new working hypotheses are called for.

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Section: Discussionsupporting

confidence: 92%

Personality and Academic Productivity in the University Student

2001

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“…Empirical investigation shows that neuroticism (characterised by low self esteem, depression, shyness, moodiness, and anxiety) is a negative predictor of academic performance, particularly when students are assessed by final examinations (Chamorro-Premuzic & Furnham, 2003;Laidra, Pullman, & Allik, 2007). Psychoticism (aggressive, tough-minded, apathetic, antisocial, creative, impulsive, and reckless: Pervin, 1993) has also been shown to be a negative predictor of academic success (Goh & Moore, 1987;Maqsud, 1993;McLaughlin, Moutray, & Muldoon, 2007;Petrides, Chamorro-Premuzic, Frederickson, & Furnham, 2005;Sanchez-Marin, Rejano-Infante, & Rodriguez-Troyano, 2001). In addition, extraversion (sensation-seeking, assertive, and sociable) is associated with academic success, although there is evidence that this relationship changes from childhood to adolescence (Wolf & Ackerman, 2005).…”

Section: The Ability and Trait Ei Distinctionmentioning

confidence: 95%

Ability emotional intelligence, trait emotional intelligence, and academic success in British secondary schools: A 5year longitudinal study

Qualter

Gardner

Pope

et al. 2012

Learning and Individual Differences

155

100

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“…Emotionally instable students experience more test anxiety, which is detrimental for performance, but on the other hand, as they worry more about their performance and anticipate failure, they may spend more effort pre-empting such failure. Although positive effects of Emotional Stability have been reported (Chamorro-Premuzic & Furnham, 2003a,b;Furnham & Monsen, 2009;Gilles & Bailleux, 2001;Laidra et al, 2007;Maqsud, 1993), Emotional Stability has a minor impact overall (Poropat, 2009). Again, effects may depend on the learning environment (e.g., De Raad & Schouwenburg, 1996).…”

Section: Introductionmentioning

confidence: 94%