The relationship between the big-five model of personality and self-regulated learning strategies

Bidjerano, Temi; Dai, David Yun

doi:10.1016/j.lindif.2007.02.001

Cited by 341 publications

(292 citation statements)

References 41 publications

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“…These findings suggested that pre-service science teachers who use metacognitive skills like planning, monitoring, and evaluating in their own learning and study for the reasons of showing their abilities to others, getting a good grade or looking smart tend to have higher levels of teaching self-efficacy. Similarly, Bembenutty (2007) demonstrated that preservice teachers who use effectively metacognitive strategies like planning, self-monitoring, and selfevaluating of their own academic progress tend to have a high sense of teaching efficacy.…”

Section: Relationship Between Academic Self-regulation and Self-efficacymentioning

confidence: 98%

“…Furthermore, studies on teachers' effectiveness demonstrated that self-regulatory skills are important determinants of teachers' self-efficacy beliefs which are significantly associated with their behavior and practices in the classroom (Bembenutty, 2006;Dembo, 2001). For example, in a study of 63 secondary education pre-service teachers attending a graduate educational program at a college, Bembenutty (2007) showed that there is a strong correlation between pre-service teachers' self-regulation and their teaching self-efficacy. More specifically, it was found that higher levels of task value, intrinsic interest, time and study environment management and use of metacognitive strategies were associated with higher levels of teaching self-efficacy.…”

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confidence: 99%

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Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

Şenler

Sungur-Vural

2013

Span. J. Psychol.

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Abstract. The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

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Section: Relationship Between Academic Self-regulation and Self-efficacymentioning

confidence: 98%

mentioning

confidence: 99%

Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

Şenler

Sungur-Vural

2013

Span. J. Psychol.

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“…1.5 Academic Self-efficacy: postulated as a mediator of personality in performance Academic Self-efficacy is specifically designed to tap academically relevant behaviours and approaches to learning (Mcilroy, Bunting & Adamson, 2000;Mcilroy & Bunting, 2002) in contrast to the FFM which was not designed primarily for this purpose (Ackerman, Chamorro-Premuzic & Furnham, 2011). Given that Academic Self-efficacy is specific, it is construed to be proximal to performance , whereas the five factors of personality are seen as distal (Bidjerano & Dai, 2007), there is a good justification for postulating Academic Self-efficacy as a mediator for the FFM, especially the two factors most implicated in performance (Openness and Conscientiousness). This approach sets Academic Self-efficacy in the pivotal role suggested by the literature (Komarraju & Nadler, 2013) and allows Conscientiousness and Openness to have a unique and combined effect on academic performance by both direct and indirect effects.…”

Section: Academic Self-efficacy: Agency Mastery and Self-regulation mentioning

confidence: 99%

“…The strengths of the present study include the fact that it integrates two major theoretical orientations (Personality and Social Cognitive Theory) to test strategically selected non-intellective constructs at distal and proximal levels within predictor space (Bidjerano & Dai, 2007;Caprara et al, 2011). Moreover constructs (especially Conscientiousness and Academic Self-efficacy) whose statistically consistent predictive validity is established through meta-analyses (Richardson, et al, 2012) are used.…”

Section: Summary and Aimsmentioning

confidence: 99%

Distal and proximal associates of academic performance at secondary level: A mediation model of personality and self-efficacy

McIlroy

Poole

Ursavaş

et al. 2015

Learning and Individual Differences

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Distal and proximal associates of academic performance at secondary level: A mediation model of personality and self-efficacy http://researchonline.ljmu.ac.uk/860/ Article LJMU has developed LJMU Research Online for users to access the research output of the University more effectively. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LJMU Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain.The version presented here may differ from the published version or from the version of the record. Please see the repository URL above for details on accessing the published version and note that access may require a subscription. Abstract -The predictive map for personality-related measures has evolved into distal, proximal and immediate associates of academic performance. This study used distal (Five Factor Model) and proximal (Academic Self-efficacy, ASE) associates with GPA (a specific facet of academic performance) at two time points with secondary level students at sixth form college (N = 106, average age 17 and evenly balanced by gender).Openness, Conscientiousness and ASE were associated with GPA at weak to moderate levels. In a path analysis with ASE as the mediator, the three constructs explained 17% variance on academic performance at time 1 and 42% at time 2 when a direct effect from GPA1 to GPA2 was introduced, with Openness and ASE remaining statistically significant when controlling for GPA1, and all three constructs provided significant indirect effects. Findings demonstrate the salient value of Openness and Conscientiousness, when configured with ASE as the mediator. Findings are applied to the approaches that facilitate learning pathways and support ability processes in achievement.

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“…Extraversion is connected negatively with learning self-regulation through its link to poor reflective skills and effort regulation. Neuroticism is connected to poor cognitive, analytical and critical thinking skills (Bidjerano, Yun Dai, 2007).…”

Section: Introductionmentioning

confidence: 99%

Individual Traits, Environmental Variables And Students’ Perceptions Of Autonomous Learning Difficulty

Studenska¹

2017

European Proceedings of Social and Behavioural Sciences

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Learner autonomy is currently regarded as an important educational aim. Therefore the main research problem was formulated as follows: which selected individual traits and environmental variables correlate with how students perceive the difficulty of their autonomous learning? The hypothesized relationships between research variables were presented in the form of a model. The main aim of the study was to verify the model in which temperamental traits and autonomy support from teachers and parents are treated as independent variables, student`s autonomy, self-efficacy as a learner, learning motivation and preferences towards autonomous tasks -as mediating variables and perceived autonomous learning difficulty -as a dependent variable. Autonomous learning difficulty was measured by a questionnaire encompassing difficulty in reflective evaluation of learning, motivation to learn and planning. Temperamental traits were measured by EAS Questionnaire, general autonomy by Adolescent Autonomy Questionnaire created by Noom (1999) and co-workers. Questionnaires measuring remaining variables were constructed for the purpose of the research. The participants were 454 students of middle and secondary school. Autonomous learning difficulty questionnaire proved to be reliable and valid. Student`s self-efficacy and autonomy were most strongly related to autonomous learning difficulty. Student`s perception of high autonomous learning difficulty was related to the low level of parental autonomy support. The relationships hypothesized in the model can be generalized to population but the model does not explain satisfactory amount of dependent variable variance.

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The relationship between the big-five model of personality and self-regulated learning strategies

Cited by 341 publications

References 41 publications

Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

Pre-Service Science Teachers’ Teaching Self-Efficacy in Relation to Personality Traits and Academic Self-Regulation

Distal and proximal associates of academic performance at secondary level: A mediation model of personality and self-efficacy

Individual Traits, Environmental Variables And Students’ Perceptions Of Autonomous Learning Difficulty

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