The Relationship between Personality Traits, Academic Self-Efficacy and Academic Adaptation among University Students in Jordan

Abstract

The current study investigates the relationship between personality traits according to the big five personality factors model, academic self-efficacy and academic adaptation among Hashemite University students in light of gender and specialization. The purposive sample consisted of 546 under graduated students, 258 males and 306 females. Three scales are used: the Five Factor Model (FFM), for academic self-efficacy and for academic adaption. The results show statistically significant differences in the average of participants’ degrees attributed to efficacy and academic adaption in favor of females and scientific specializations. They also show that agreeableness, conscientiousness, openness to experience, extroversion and neuroticism are most common among university students, with a statistically significant positive correlation between extroversion, openness to experience, academic self-efficacy and academic adaption and a negative correlation between neuroticism, conscientiousness, academic self-efficacy and academic adaption. No correlation was found between agreeableness and these two variables.

The Mediation Mechanism Effect of Self-Efficacy and Achievement Motivation on Job Satisfaction: The Personality Perspective

“…This is consistent with studies conducted by researchers that personality influences self-efficacy (e.g. Abood et al, 2020;Murugesan & Jayavelu, 2017), achievement motivation (e.g. Diseth & Liartinsen, 2009;Richardson & Abraham, 2009), and job satisfaction (e.g.…”

“…The indicators of personality, such as extraversion, agreeableness, conscientiousness, openness to experience, and neuroticism (Costa & McCrae, 1992) if adequate conditions potentially stimulating self-efficacy manifested generality, magnitude, and strength (Bandura, 1994) and then implicate to the job satisfaction manifested work itself, promotion, supervision, and partners/co-workers (Luthan, 2011). The studies carried out by Abood et al (2020), and Murugesan and Jayavelu (2017) indicated that personality affects selfefficacy, while the studies conducted by Bargsted, Ramírez-Vielma, and Yeves (2019), Jurado et al (2019), Machmud (2018), and Park et al (2017) show that self-efficacy affects job satisfaction. Based on argues and studies above, the seventh hypothesis in this study is: H7: Personality had an indirect effect on job satisfaction mediating by self-efficacy.…”

“…Personality traits describe the inherent character and potential of a person (McCrae & Costa, in Fosse, 2015) whereas self-efficacy develops through perceived ability, feedback, and reflection, which then regulate behavior accordingly (Bandura, in Fosse, 2015). Several studies, for example, Abood et al (2020), and Murugesan and Jayavelu (2017) concluded that personality affects selfefficacy. Based on argues and studies above, the sixth hypothesis in this study is: H6: Personality had a direct effect on self-efficacy.…”

“…The indicators of personality, such as extraversion, agreeableness, conscientiousness, openness to experience, and neuroticism (Costa & McCrae, 1992) if in an adequate condition potentially supporting self-efficacy manifested generality, magnitude, and strength (Bandura, 1994) and then impacted achievement motivation reflected in the desire to be the best, responsibility, consider the risks, feedback, creative-innovative, and task completion time (McClelland, 1976). The studies carried out by Abood et al (2020), and Murugesan and Jayavelu (2017) concluded that personality affects self-efficacy, while the studies conducted by Alhadabi and Karpinski (2019), Jamil and Mahmud (2019), Benawa (2018), and Liu and Cheng (2018) reveal that self-efficacy influences achievement motivation. Based on argues and studies above, the ninth hypothesis in this study is: H9: Personality had an indirect effect on achievement motivation mediating by self-efficacy.…”

Impact of students personality traits on social networking sites usage, benefits and risks

“…(Karada g and Kaya, 2019) revealed that extraversion, openness to experiences and conscientiousness personality traits are directly related with a willingness to the communication of knowledge. (Abood et al, 2020) explored a statistically significant positive correlation between extroversion, openness to experience, academic self-efficacy and academic adaption among university students. While, a negative correlation was observed between neuroticism, conscientiousness, academic self-efficacy and academic adaption.…”