The relation between learning styles, the Big Five personality traits and achievement motivation in higher education

Busato, Vittorio; Prins, Frans J.; Elshout, Jan J.; Hamaker, Christiaan

doi:10.1016/s0191-8869(98)00112-3

Cited by 238 publications

(149 citation statements)

References 33 publications

Supporting

Mentioning

131

Contrasting

Unclassified

Order By: Relevance

“…One study that administered the WPI and the NEO-PI to a sample of college students found that openness to experience was significantly positive correlated with intrinsic motivation, while openness to experience and agreeableness were significantly negatively correlated with extrinsic motivation (Kaufman, 2001b). Learning styles associated with achievement motivation (meaning-directed, reproduction-directed, and application-directed) were also found to be correlated positively with conscientiousness, extraversion, openness to experience, and agreeableness and to be correlated negatively with neuroticism (Busato et al, 1999). Extraversion was also found, however, to be associated with sensitivity to signals of reward and generalized reward expectancy, two aspects of extrinsic motivation (Zuckerman, Joireman, Kraft, & Kuhlman, 1999).…”

Section: Predictors Of Motivationmentioning

confidence: 98%

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

View full text Add to dashboard Cite

This report reviews the literature on noncognitive and other background predictors (e.g., personality, attitudes, and interests) as it pertains to graduate education. The first section reviews measures typically used in studies of graduate school outcomes, such as attrition and time to degree. A review of qualities faculty members and administrators say they desire and cultivate in graduate programs is conducted. There appears to be a divergence between the qualities faculty members say are important and the measures researchers typically use in validity studies.The second section reviews three categories of noncognitive variables that might predict outcomes (general personality factors, quasi-cognitive factors, and attitudinal factors) and the definitions, measures, correlates, and the validity of those measures. The role of background factors, both environmental and group, is part of this review.Key words: noncognitive, personality, admissions, GRE ® , selection, assessment, new constructs ii Executive SummaryMany GRE ® studies conducted in the past several years have asked faculty members about the qualities that are important to success in graduate school. A consistent finding is that graduate faculty members believe that noncognitive factors, such as motivation, creativity, personality, interests, and attitude, ought to be considered in graduate admissions (e.g., Briel et al., 2000). Many faculty members believe that including such factors would increase both fairness and the validity of the current admissions process. At the same time there is a lack of knowledge about what the scientific literature says on what the noncognitive factors are, how important they are, how they could best be measured, and on whether it might be practical to use them in admissions decisions. The purpose of this review is to address these questions. This report reviews various noncognitive factors and definitions, measures, correlates, and the validity of those measures. Graduate School Outcomes and Their DeterminantsA notional path model illustrates the relationships between noncognitive predictor factors and graduate school outcome factors. Graduate school outcome factors are divided into traditional measures of convenience and performance factors. Traditional measures are attrition, time-to-degree, and grade point average. Performance factors are domain proficiency, general proficiency, communication, effort, discipline, teamwork, leadership, and management. The noncognitive predictor factors are divided into three main categories: personality (e.g., extroversion), quasi-cognitive (e.g., metacognition), and motivation factors (e.g., self-efficacy).In addition, there are two background categories assumed to affect the noncognitive factors:environmental (e.g., mentor support) and group factors (gender and ethnicity). The review is organized according to this model. Personality FactorsA consensus has emerged within the field that there are five major personality factors: extroversion, emotional stability, agreeableness, ...

show abstract

Section: Predictors Of Motivationmentioning

confidence: 98%

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Kyllonen

Walters²,

Kaufman

2011

ETS Research Report Series

View full text Add to dashboard Cite

show abstract

“…The relation between these learning styles, the big five personality traits and achievement motivation were researched by Busato, Prins, Elshout, & Hamaker (1998). They found that Extraversion is correlated positively with the meaning directed, reproduction directed and application directed learning style.…”

Section: Big Five Personality Traitsmentioning

confidence: 99%

Predictors of Language Learners’ Preferences for Isolated/Integrated FFI: Big Five NEO-FFI Personality Traits

Zadeh¹,

Farsani²,

Ahmadi³

2016

IJEL

View full text Add to dashboard Cite

With regard to increasing attention to focus on form in English language teaching, there has been a call for an integration of meaning-focused and form-focused instruction in the second language (L2) classroom. In this regard, this study is an attempt to examine the cross-relationship between Big Five personality traits (namely Neuroticism, Extraversion, and Openness to Experience, Agreeableness, and Conscientiousness) and EFL leaners' preferences for two types of form-focused Instruction (FFI). The data is collected from 236 Iranian male and female who were EFL learners of different language institutes in Tehran, Iran. Participants were supposed to fill out the adopted Persian version of NEO-FFI personality trait inventory and Students' preferences questionnaire. To substantiate a correlation between participants' preferences for isolated/integrated FFI and Big Five personality traits, using 16th version of the Statistical Package for Social Sciences (SPSS), the Chi-square analysis was employed. The results indicated a significant relationship (χ 2 (4, n=236)=44.99, p=.001). The results are discussed in the light of this general findings and the study also provides some suggestions for future research.

show abstract

“…Recent research has focused on the role of the personality and individual variability during the learning process [11].…”

Section: The Rationale Of the Projectmentioning

confidence: 99%

The Paschalidis Tri-Anthropo-Type Model in Education: Three Learning Profiles, Three Teaching Styles

Pashalidis¹

2014

LICEJ

View full text Add to dashboard Cite

show abstract

The relation between learning styles, the Big Five personality traits and achievement motivation in higher education

Cited by 238 publications

References 33 publications

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

The Role of Noncognitive Constructs and Other Background Variables in Graduate Education

Predictors of Language Learners’ Preferences for Isolated/Integrated FFI: Big Five NEO-FFI Personality Traits

The Paschalidis Tri-Anthropo-Type Model in Education: Three Learning Profiles, Three Teaching Styles

Contact Info

Product

Resources

About