The effect of personality traits on subject choice and performance in high school: Evidence from an English cohort

Mendolia, Silvia; Walker, Ian

doi:10.1016/j.econedurev.2014.09.004

Cited by 46 publications

(33 citation statements)

References 43 publications

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“…So students from the school of art a design portrayed lower levels of neuroticism. This supports a limited body of current literature that suggests that there may be a difference in personality between different subjects (Mendolia and Walker, 2014). This research however furthers current knowledge and highlights the differences in personality traits between subjects.…”

Section: Discussionsupporting

confidence: 84%

Factors that influence students’ satisfaction with their physical learning environments

Wilson

Cotgrave²

2016

Structural Survey

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Purpose-To identify personality types between different university disciplines, and to establish whether there are differing requirements in the design of physical learning environment. Also to identify features of the physical learning environment that can support a sense of community. This paper seeks to investigate the relationship bet ee stude t s pe so alit a d p efe e es of features of the built environment. Design/methodology/approach-Quantitative questionnaires were distributed in three university disciplines based on the variables personality, elements of the physical learning environment and features that could support a sense of community. Findings-The analysis revealed that there is differences in preferred features within the physical learning environment for the three university disciplines within a large UK based University. It can also be seen that there is differences in personality profiles between these three university disciplines. Features of the environment that could support a sense of community have been also identified. Research implications-Those who are responsible for the design and refurbishment of Higher Education Institutions may find this research useful to improve the facilities for students. To support the development of appropriate physical learning spaces through the understanding of students requirements. Originality/value-This paper presents a new perspective on how the development of Higher Education Facilities can be designed to increase student experience by identifying specific features of the physical learning environment students prefer.

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Section: Discussionsupporting

confidence: 84%

Factors that influence students’ satisfaction with their physical learning environments

Wilson

Cotgrave²

2016

Structural Survey

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“…A substantial amount of research evidence has documented the relationship between LoC and academic performance (e.g., Heckman & Kautz, 2012;Mendolia & Walker, 2014;Wang, Kick, Fraser, & Burns, 1999). For example, educators have documented improvements in students' LoC-I by showing them video testimonials of confederates that emphasize taking control of academic outcomes to succeed (Noel, Forsyth, & Kelley, 1987) and describing the importance of effort and persistence in attaining academic success (Perry, Raymond, & Penner, 1990).…”

Section: Locus Of Controlmentioning

confidence: 99%

The development of emotional intelligence, self‐efficacy, and locus of control in Master of Business Administration students

Thompson

Kuah

Foong

et al. 2019

Human Resource Dev Quarterly

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Successful managers must develop strong interpersonal skills alongside their ability to achieve personal and organizational goals. For educational institutions to stay relevant, courses must equip students with necessary psychological competencies in addition to technical knowledge, skills and abilities for the constantly evolving business climate. We explored whether Master of Business Administration (MBA) programs aid in the development of psychological competencies, given that MBAs are a popular management development tool. Specifically, we investigated changes in MBA candidates' emotional intelligence (EI) ability, self‐efficacy (SE), and locus of control (LoC) in a pre‐post survey design over the course of a 1‐year MBA educational program and explored the relationship of candidate's baseline psychological status to their academic success in the MBA educational program. Participants were recruited from newly enrolled students at an international university in Asia. The study participants (53 MBA students, plus 26 psychology students, and 34 nonstudents as comparison groups) completed self‐report measures of EI, SE, and LoC at the beginning and end of a 1‐year MBA period. The MBA candidates showed significant improvement in EI, SE, and LoC‐internality, as well as an increase in LoC‐powerful others during the program. LoC‐powerful others at the beginning of the program also predicted MBA students' academic performance. The findings provide evidence that psychological competencies that may positively affect work performance are key benefits of MBA education.

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“…Those with a more internal focus believe that an investment in human capital has a higher return than do those with an external locus. As a consequence, they show better performance in school (Hadsell 2010, Mendolia andWalker 2014) and are more likely to complete high school and attend college (Coleman and DeLeire 2003). 1 They are also more likely to make long-term investments in personal health (Chiteji 2010, Cobb-Clark et al 2014.…”

Section: Introductionmentioning

confidence: 99%

Locus of control and performance appraisal

Heywood

Jirjahn

Struewing

2017

Journal of Economic Behavior & Organization

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Standard-Nutzungsbedingungen:Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Zwecken und zum Privatgebrauch gespeichert und kopiert werden.Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich machen, vertreiben oder anderweitig nutzen.Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, gelten abweichend von diesen Nutzungsbedingungen die in der dort genannten Lizenz gewährten Nutzungsrechte. The Institute for the Study of Labor (IZA) in Bonn is a local and virtual international research center and a place of communication between science, politics and business. IZA is an independent nonprofit organization supported by Deutsche Post Foundation. The center is associated with the University of Bonn and offers a stimulating research environment through its international network, workshops and conferences, data service, project support, research visits and doctoral program. IZA engages in (i) original and internationally competitive research in all fields of labor economics, (ii) development of policy concepts, and (iii) dissemination of research results and concepts to the interested public. Terms of use: Documents in D I S C U S S I O N P A P E R S E R I E S Locus of Control and Performance AppraisalIZA Discussion Papers often represent preliminary work and are circulated to encourage discussion. Citation of such a paper should account for its provisional character. A revised version may be available directly from the author.IZA Discussion Paper No. 10288 October 2016 ABSTRACT Locus of Control and Performance AppraisalThis work contributes to the literature demonstrating an important role for psychological traits in labor market decisions. We show that West German workers with an internal locus of control sort into jobs with performance appraisals. Appraisals provide workers who believe they control their environment a tool to demonstrate their value and achieve their goals. We confirm that workers who are risk tolerant also sort into jobs with performance appraisals but explain why the influence of the locus of control and risk tolerance should not be additive. We demonstrate this by estimating a routinely large and significantly negative interaction in our sorting equations. We also show that important patterns of sorting are revealed only when taking into account the interaction of locus of control and risk tolerance.JEL Classification: D03, J33, M52

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The effect of personality traits on subject choice and performance in high school: Evidence from an English cohort

Cited by 46 publications

References 43 publications

Factors that influence students’ satisfaction with their physical learning environments

Factors that influence students’ satisfaction with their physical learning environments

The development of emotional intelligence, self‐efficacy, and locus of control in Master of Business Administration students

Locus of control and performance appraisal

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