The Big Five Personality Traits and Academic Performance

John, Romel; John, Rehana; Rao, Zia-ur-Rehman

doi:10.52279/jlss.02.01.1019

Cited by 15 publications

(8 citation statements)

References 54 publications

(84 reference statements)

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“…Some statistical limitations, such as range restriction, are yet to be addressed by GPA. 37 Besides GPA, researchers use different operational definitions for academic performance, such as single subject performance, 38 cognitive skills, 38 self-growth, 10 and study habits. 12 These terms are most commonly considered alongside academic performance using GPA in various operational definitions in academic work.…”

Section: Literature Reviewmentioning

confidence: 99%

The Effect of Emotional Intelligence and Academic Social Networking Sites on Academic Performance During the COVID-19 Pandemic

Iqbal¹,

Qureshi²,

Ashraf³

et al. 2021

PRBM

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Background During the COVID-19 pandemic, there has been an increase in the use of digital platforms for educational purposes, and increased use of smartphones and social media has affected the academic performance of students. In this study, we explored how emotional intelligence can, directly and indirectly, influence academic performance, with academic social networking sites (ASNS) as a mediator. Methods A survey questionnaire comprising 42 items was used to collect data on emotional intelligence, ASNS, and academic performance. In total, 305 undergraduate university students participated in the study. Partial least squares structural equation modeling (SmartPLS-SEM 3.2.2) was used to measure the effects of emotional intelligence and ASNS. Results Two dimensions of emotional intelligence, namely, self-regulation and self-awareness, showed significant positive effects on academic performance. Similarly, emotional intelligence and subscales of self-regulation, self-awareness and social skills showed a positive effect on ASNS. Likewise, ASNS showed a significant positive effect on academic performance. Looking at indirect influence, three dimensions of emotional intelligence, including self-regulation, self-awareness, and social skills, exerted a significant positive indirect influence on academic performance. Thus, outcomes of this study indicate that ASNS worked as a mediator between emotional intelligence and academic performance. Conclusion Emotional intelligence contributes directly and indirectly to increased academic performance. Together with emotional intelligence, ASNS played a positive and significant role in nurturing academic performance during the COVID-19 pandemic.

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Section: Literature Reviewmentioning

confidence: 99%

The Effect of Emotional Intelligence and Academic Social Networking Sites on Academic Performance During the COVID-19 Pandemic

Iqbal¹,

Qureshi²,

Ashraf³

et al. 2021

PRBM

View full text Add to dashboard Cite

show abstract

“…This result contradicts previous findings ( Giluk and Postlethwaite, 2015 ) that postulated a relationship between the personality trait of extraversion and the tendency to cheat. One possible explanation for this result may be extraversion’s personality trait characteristics, their high motivation to learn, and their proactive personality ( John et al, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Does creative thinking contribute to the academic integrity of education students?

Eshet

Margaliot

2022

Front. Psychol.

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The current research focuses on the nature of the relationship comprising personality traits, creative thinking, and academic integrity. Scholars have confirmed that personality traits and creative thinking correlate positively with academic integrity. However, a discussion of academic integrity, personality traits, and creative thinking is missing in the scholarly literature. This study used a questionnaire survey based on the Big Five Factor to identify personality characteristics, the Academic Integrity Inventory, and the Torrance Tests of Creative Thinking. The sample included 976 students studying in four academic colleges in Israel, of which two are teacher training colleges and two colleges awarding a degree in education. The findings show that most of the students (71%) reported they had cheated at some point during their academic studies, and only one-fifth (21%) thought that they would condemn their peers’ lack of integrity. Creative thinking students and emotionally stable persons tend to be more ethical. Hence, we conclude that it is recommended to deliver creative thinking courses in the teacher’s educational training programs to improve creative thinking levels, reduce academic dishonesty, and create more effective curricula.

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“…Mammadov (2022) conducted a meta-analysis finding relationships between openness to experience, extraversion, and agreeableness with learning achievement. While no significant correlations between neuroticism and extraversion with learning achievement were found by John et al (2020). De Feyter et al (2012 found positive effects for neuroticism on learning achievement when self-efficacy is high.…”

Section: Personalitymentioning

confidence: 92%

Narrowing down dimensions of e-learning readiness in continuing vocational education — perspectives from the adult learner

Loock

Fleischer²,

Scheunemann³

et al. 2022

Front. Psychol.

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Although e-learning has become an important feature to promote learning experience, still little is known about the readiness of adult learners for e-learning in continuing vocational education. By exploring perceived challenges and benefits, it was our aim to identify dimensions that define e-learning readiness. Therefore, we conducted a study design with qualitative and quantitative components. It consisted of both, semi-structured interviews, as well as an online survey regarding biography, personality, learning behavior, and general attitudes toward e-learning. The continuing vocational education course that we were investigating comes from the field of project management. The learner group was heterogeneous regarding their biographical and occupational background. Our results suggest several dimensions of e-learning readiness which are namely: motivation, learning strategies/regulation, attitudes toward learning, and personality-associated aspects as well as digital literacy. These findings are in line with previous research to only some extent, but reveal the necessity to redefine single dimensions of e-learning readiness to develop an inventory that is generalizable for different adult learner groups. Based on these assumptions a new measure for e-learning readiness needs to be proposed in future research as a next step.

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The Big Five Personality Traits and Academic Performance

Cited by 15 publications

References 54 publications

The Effect of Emotional Intelligence and Academic Social Networking Sites on Academic Performance During the COVID-19 Pandemic

The Effect of Emotional Intelligence and Academic Social Networking Sites on Academic Performance During the COVID-19 Pandemic

Does creative thinking contribute to the academic integrity of education students?

Narrowing down dimensions of e-learning readiness in continuing vocational education — perspectives from the adult learner

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