Does General and Specific Traits of Personality Predict Students’ Academic Performance? (original) (raw)
Related papers
Personality Characteristics of Dental Students in Relation to their Academic Performance
Bangladesh Journal of Medical Education, 2012
This cross sectional descriptive study was carried out to explore the relationship between the personality variables and academic performance of dental student. The study population was dental students. Study was carried out at one government and three non-government dental colleges. Sample size was 200 and sampling technique was purposive. Data was collected by self administered structured questionnaire. Academic performance data for each respondent were collected throughout the one academic year (2 nd year) in dental students' files. It was measured by two term examination marks of four subjects based on 1 hour 30 minutes written exams. Personality of dental student was assessed through the Big Five Inventory (BFI). This wellestablished questionnaire was a 44-item measure of the Big Five personality factors: Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness. The self administered items involve questions about typical behaviours or reactions, which was answered on a five-point Likert scale. This study revealed that there was no statistically significant relationship between student's personality characteristics and academic performance of dental students. Extraversion, neuroticism and openness had negative correlation with academic performance though it was not statistically significant. So, for better performance afore mention factors should be minimized as much as possible.
Biomedical and Pharmacology Journal
Introduction Students from diverse health care professions, their personality traits have a positive influence on their academic performance. This is viewed as an indicator of collaborative education and practice for efficient patient care. The health-care professional sciences graduates who join health sciences program should be highly motivated and determined to perform academically well to accomplish their goals. The personality trait assessment gives a holistic approach to know how efficiently students use their cognitive, psychomotor and affective domains for learning which improves patient-doctor relations and ultimately results in patient satisfaction. The objective of the study was to assess the preferred personality trait and to know its relation to their academic performance. Materials and methods The study design adopted was a prospective, cross sectional using a stratified randomized sampling. First year students enrolled for medical, dental, nursing and pharmacy program...
The Relationships Between Personality Traits and Students’ Academic Achievement
2011
This research aims at studying the relationships between personality traits and academic achievement among students. Participants were 285 students (191 female and 94 male). Instruments used were NEO Big Five Personality Factors and student's GPA. Results revealed personality traits were significantly related to academic achievement.
An assessment of academic performance and personality
Medical Education, 2009
This study examines whether personality profiles, using personality factors, or clusters ofpersonility factors, are associated with academic success. One hundred and forty medical students of the University of Wales College of Medicine were invited to complete a personality questionnaire (Cattell 16 PF) as they sat their final examinations in June 1988. A total of 129 useable forms were obtained. The students were divided into four groups dependent on their academic performance, which had been moniT tored throughout the course. The majority (62%) had no academic problems, but 16 (12%) students had serious difficulties, which entailed delaying qualification by at least 6 months. There was no relationship between the scores obtained for the students' first attempt at A-level and their subsequent medical school academic performance. However, students who obtained a degree either before or during their medical course were significantly less likely to have academic problems. Academic success was not associated with any of Cattell's personality factors. This was true of previously reported groups of factors associated with the poor student performance, and regardless of first or second order factors. We conclude that this personality profile is unlikely to be helpful in selecting future intakes of medical students, although a prospective study would be required for a definite answer to this question.
Predicting Academic Success: A Re-Examination of Broad Versus Narrow Personality Traits
2003
Personality and cognitive variables were examined to determine relative validity in predicting academic performance. This study investigated whether broad personality variables (in this case, the Big Five: Extraversion, Agreeableness, Conscientiousness, Emotional Stability, and Openness to Experience) predicted academic success better than narrow personality variables (the construct Work Drive); it also explored the utility of operationalizing academic performance via cumulative grade point average (GPA) versus a single course grade. The highest significant correlates of GPA and course grade were Work Drive (r=.42, p<.01; r=.29, p<.01) and general intelligence, the cognitive variable (r=.40, p<.01; r=.35, p<.01). Regression analysis revealed that Work Drive was the stronger predictor of GPA (17.9% unique variance as step 1, compared to general intelligence's 15.7% unique variance as step 1); while general intelligence was found to be the stronger predictor of course grade (11.8% unique variance as step 1, compared to Work Drive's 8.6% unique variance as step 1). Two Big Five variables, Conscientiousness and Emotional Stability, correlated significantly with GPA (r=.15, p<.05; and r=.14, p<.05; respectively). Therefore, this study found that the narrow personality trait predicted better than the broader traits. Conflicting evidence was provided concerning whether GPA and course grade might be used interchangeably as valid criteria.
A Study on the Big Five Personality Dimensions Effect on University Students Academic Performance
This study was conducted to determine how Big Five personality traits influence students' academic performance in Sri Lankan students in private higher educational institutes. Personality trait of five dimensions that are used to describe human character and their behavior. Grade Point Average (GPA) of the semester considered as academic performance. 200 students were participated to this study. The collected data was analyzed by using Discriminant Analysis. To carry out Discriminant Analysis two equal group were formed; GPA below 2.00 and above 2.00 and sample size reduced to 116. The results shows that out of all five traits neuroticism shown as a significant predictor of academic achievement. In addition it is revealed that conscientious became the next strongest predictor variable followed by extraversion, openness to experience and agreeableness. Conscientiousness shows a positive relationship with both group of students' academic achievement while all other four personality traits were found to be negatively associated with academic performance of the both group.
International Journal Of Community Medicine And Public Health
Background: The significance of understanding one’s individual personality is crucial to performance in study and at work and to one’s communication with others. This study aims to evaluate the distribution of personality types amongst medical students and to study the relationship between each personality type and academic achievement.Methods: This cross-sectional study was used. Total of 414 medical students from king Abdelaziz university in Jeddah participated. Data was collected by using validated DiSC assessment questionnaire. Data were entered by electronic questionnaire. A chi-square test was used to analyze the data.Results: A total of 148 (36%) students belonged to C personality type. A total of 102 (24%) belonged to D type. The S type was found dominant amongst 127 (31%) students. Finally, 37 (9%) of the students conformed to the I type. A chi-square test was conducted to assess the relationship between academic achievement and DiSC assessment which revealed no significanc...
The Unpacked Influence of Personality Traits on Personal and Academic Attributes Among Students
Article, 2024
Individual differences have a great significance in learning and educational practice. The present study primarily inspected the relationship among personality traits, academic self efficacy, academic self-concept, satisfaction with life and meaning in life among students. Moreover, this research also examines the impact of personality traits (extrovert, agreeableness, conscientiousness, emotional stable, openness to experience) on academic self-concept in male and female students. Students from different Universities of Islamabad were engaged (N=130). Purposive sampling technique was implemented for data collection and five scales were used to measure the study variables. The findings revealed that Extrovert and Agreeableness were positively significant with academic self-efficacy, academic self-concept, satisfaction with life and meaning in life. The findings also shown that Conscientiousness and Emotional stable were positively significant associated with academic self-concept. Theses analysis displayed that Openness to experience was positively significant linked to academic self-concept. Academic self-concept has significantly positive related to meaning in life. Satisfaction with life has significantly positive correlation with meaning in life. Further, results revealed that Emotional stable was negatively significant predicting to academic self-concept (β=-.33, p > .01) in male students. Likewise, the finding also revealed that this trait of personality was negatively nonsignificant predicting to academic self-concept (β=-.12, n.s) in female students. Openness to experience was positively non-significant predicting to academic self-concept (β= .09, n.s) in male students. On other hand, findings revealed that this trait was negatively significant predicting to academic self-concept (β=-.32, p > .01) in females students. Study analysis also revealed that Conscientiousness was negatively non-significant predicting to academic self concept (β=-.207, n.s) in female students. However, results displayed that this trait of the personality was positively significant predicting to academic self-concept (β=.309, p > .01) in male students. This study would be helpful in educational environment to inspire and cherish students’ motivation and achievement, particularly related to the personality traits involved in the cognitive performance in terms of academic achievement, self-efficacy and self-concept.