Student conscientiousness, self‐regulated learning, and science achievement: An explorative field study

Abstract

This explorative field study examined the mediating role of self-regulated learning (SRL) in the relationship between the personality trait of conscientiousness, SRL, and science achievement in a sample of junior high school students. Over the course of an entire academic year, data on enacted SRL were collected each week for 52 eighth-grade students in the context of an inquirybased ecology project. Data were also collected on personality traits, self-reported study strategies, science project achievement, and grade point average. Findings show significant relationships between conscientiousness, SRL, and achievement. As hypothesized, conscientiousness was shown to significantly impact academic achievement in the inquiry-based course, mediated by enacted SRL. C 2009 Wiley Periodicals, Inc.

Local text cohesion, reading ability and individual science aspirations: key factors influencing comprehension in science classes

“…Personality traits of openness to experience and conscientiousness are significantly related to academic achievement (Robinson et al, 1994;Chamorro-Premuzic and Furnham, 2003), with conscientiousness reported as the strongest personality predictor of college students' grades (Matthews et al, 2006;Noftle & Robins, 2007). More specifically, conscientiousness has been shown to be strongly related to science achievement (Eilam et al, 2009) and interest (Fesit, 2012). However, a recent review highlights inconsistencies within the research examining personality and reading comprehension and appeals for more research to examine the potential relationships between these factors (Sadeghi et al, 2012).…”

The elaboration and empirical evaluation of the De Goede learning potential structural model

“…An individual that is ambitious, energetic, controls his/her inclinations, diligent, careful, practical and with 'the will to succeed,' (Eilam et al, 2009) will be more motivated and driven to learn. Academic selfefficacy was shown to positively influence learning motivation.…”

“…Conscientious persons are characterised as being industrious, systematic, dutiful, high on achievement striving, and hardworking (Nijhuis et al, 2007). According to Eilam, Zeidner and Aharon, (2009), this dimension includes features such as ambition, energy, control of inclinations, diligence, carefulness, and being practical. This dimension is also termed 'the will to succeed,'' which expresses orientation and intentional goal driven behaviour.…”

“…Numerous studies have shown the importance of conscientiousness during learning (Barrick & Mount, 1991;2005;Bidjerano & Dai, 2007;Colquitt & Simmering, 1998;Furnham, Monsen & Ahmetoglu, 2009;McCrae & Costa, 1999;Nijhuis et al, 2007;O'Connor & Paunonen, 2007;Steinmayr, Bipp & Spinath, 2011;Eilam et al, 2009). Specifically researchers have found a positive relationship between conscientiousness and time cognitively engaged (Bidjerano & Dai, 2007;McCrae & Costa, 1999;McKenzie, Gow & Schweitzer, 2004;Woo, Harms & Kuncel, 2007).…”

Autoeficácia acadêmica e autorregulação da aprendizagem: rede de relacionamento em bases online

“…Nessa perspectiva, cabe destacar que, para atingir um bom nível de autoeficácia, é necessário a exposição do aluno a situações em que este obtenha um feedback positivo sobre o seu desempenho, ao mesmo tempo, para o desenvolvimento da autorregulação, o aluno deve se sentir autoeficaz. Assim, faz-se necessário ampliar o número de estudos em que haja a relações entre os dois construtos para melhor caracterizar as variáveis presentes e controladoras do contexto de aprendizagem, de acordo com a perspectiva de vários pesquisadores expertos no tema (Blickle, 1996;Boekaerts, 1996;Bzuneck, 2005;Castro, 2007;Choi, 2005;Eilam, Zeidner, & Aharon, 2009;Flavell,1979;Guimarães & Boruchovitch, 2004;Lopes da Silva & Sá, 1993;Mayer, 2011;Paris & Winograd, 1990;Valle et al, 2009).…”