An Examination of Learner Self-Direction in Relation to the Big Five and Narrow Personality Traits (original) (raw)
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Examination of the Big Five and narrow traits in relation to learner self-direction
I would like to dedicate this to my daughter, Brina, and my son, Jarin-they had to put up with my crazy schedule and nights of working when I did not give them the attention they wanted and deserved; to my mom who changed her life around to help me take care of my children; and to my friends and colleagues who helped me through this ordeal (you know who you are).
2014
Based on a sample of 2036 college students at a large Southeastern university, learner self-regulation was found to be significantly related to four of the big five traits: agreeableness, conscientiousness, emotional stability, and openness-as well as five narrow personality traits: sense of identity, optimism, tough-mindedness, work drive, and major satisfaction. The purpose was to examine self-regulation in relationship to other personality traits, vocational interests, and demographic variables. It was suggested that other personality traits may be influencing learner self-regulation. The results provide empirical support for SRL as a personality trait and for its multiple connections to the Big Five and narrow personality traits. Based on the present findings, we can characterize self-regulating learners as more likely than their more traditional peers to be hard-working, open to new learning, satisfied with their academic major, having a sense of identity, optimistic, conscientious, emotionally stable, and agreeable. Results were discussed in terms of theoretical and methodological implications.
Bediako Augustine, 2020
Personality and learning styles were the key variables explored in this study. The study was specifically guided by such objectives as determining the extent to which the students possess the five-factor personality traits and also to assess the relationship between the five-factor personality traits and the students' learning styles. The study used a quantitative method with a cross-sectional approach. College students (171) answered the adapted Five-Factor personality inventory and learning style questionnaire. Descriptive statistics (mean and standard deviation) and inferential statistics (AVONA and Pearson's correlation) were used in analyzing the data collected. The study established that three factors of the five-factor personality traits; openness to experience, conscientiousness and extraversion traits were pervasive in the students' behavioral repertoire. Specifically, the study pointed out that openness to experience, conscientiousness, and extraversion traits were pervasive in the student behavioral repertoire, but the following were observed to be pleasurable and neurotic. The results further showed that there are major variations between openness to experience, extraversion and neuroticism. Again, conscientiousness also varied from extraversion and neuroticism. Finally the study found that there is a positive, insignificant relationship between openness and all four learning styles. Teachers in the Colleges of Education should nurture five-factor personality traits and incorporate them in constructing teaching and learning materials.
AN ANALYSIS OF PERSONALITY TRAITS AND LEARNING STYLES AS PREDICTORS OF ACADEMIC PERFORMANCE
journal.au.edu
The present study examined the influence of Big Five personality traits and learning styles on cognitive and affective academic performance, and gender differences in learning styles. A survey research was employed to collect the data from the target population of students. Participants (N = 1,529) were students who enrolled in Business Administration and Communication Arts at Assumption University of Thailand.
Personality and Learning Motivation
In this study I investigated the relationship between personality traits and learning motivations by correlating Big Five model of personality, Core Self-evaluation, achievement and affiliation motivation, and intrinsic and extrinsic motivations for leaning. Data were collected from 298 participants using a questionnaire. Regression analysis results indicated that extraversion, agreeableness, openness to experience and conscientiousness were positively associated with intrinsic motivation, but neuroticism was positively associated with extrinsic motivation. Core self-evaluation was also positively related with intrinsic motivation and negatively related to extrinsic motivation. Furthermore, intrinsic motivation and extrinsic motivation are two concept that was mutually exclusive. Implications and further research directions are then discussed.
An investigation of the construct validity of the personality trait of self-directed learning
Learning and Individual Differences, 2009
authors discuss results in terms of similar relations in business occupations and support of vocational theory. NOTES John W. Lounsbury is a professor at the University of Tennessee, Knoxville and president of Resource Associates, Inc. His research interests involve the construct validation of school-and work-based personality measures he has created, including career-decidedness, extraversion, openness, agreeableness, optimism, conscientiousness, sense of identity, self-directed learning, optimism, and work drive.
Mainly openness: The relationship between the Big Five personality traits and learning approaches
2009
In order to examine the relationship between broad personality traits and learning approaches, 852 university students completed the NEO-FFI [Costa, PT, Jr., & McCrae, RR (1992). Revised NEO Personality Inventory (NEO-PI-R) and NEO Five-Factor Inventory (NEO-FFI): Professional manual. Odessa, FL: Psychological Assessment Resources] and SPQ [Biggs, JB (1987). The Study Process Questionnaire manual.
The Big Five personality traits, learning styles, and academic achievement
Personality and Individual Differences, 2011
Personality and learning styles are both likely to play significant roles in influencing academic achievement. College students (308 undergraduates) completed the Five Factor Inventory and the Inventory of Learning Processes and reported their grade point average. Two of the Big Five traits, conscientiousness and agreeableness, were positively related with all four learning styles (synthesis analysis, methodical study, fact retention, and elaborative processing), whereas neuroticism was negatively related with all four learning styles. In addition, extraversion and openness were positively related with elaborative processing. The Big Five together explained 14% of the variance in grade point average (GPA), and learning styles explained an additional 3%, suggesting that both personality traits and learning styles contribute to academic performance. Further, the relationship between openness and GPA was mediated by reflective learning styles (synthesis-analysis and elaborative processing). These latter results suggest that being intellectually curious fully enhances academic performance when students combine this scholarly interest with thoughtful information processing. Implications of these results are discussed in the context of teaching techniques and curriculum design.
Correlation of Personality and Learning Styles of Students with Their Academic Performance
Pakistan Armed Forces Medical Journal, 2018
Objective: To examine the correlation between personality and learning styles of students with their academic performance.Study Design: Descriptive correlational study.Patients and Methods: After informed consent, data was collected from 136 final year students of a business administration course using the self-report ‘Learning Styles Questionnaire’ and ‘Big Five Inventory’. The academic performance was recorded using end of the semester grade point average (GPA). Data was analyzed using SPSS 20.Results: The mean age of participants was 20.74 years with mean GPA being 2.72. Of all, 70 (51.4%) were females and 66 (48.5%) were males. The participants were found to use all the four learning types namely activist, theorist, reflector and pragmatist. The most common combination of learning style preferences in decreasing order of frequency were: Theorist/Reflector, Theorist/Pragmatist, Reflector/Pragmatist and Pragmatist/Activist. Significant positive correlation (r=±0.243, p<0.01) wa...
CRITICAL REVIEW ON AFFECT OF PERSONALITY ON LEARNING STYLES
ERIC, 2012
This paper is intended to review the affect of personality on learning styles. Costa and McCrae's Five-Factor Model of Personality (The Big 5) is explored against Kolb Learning Styles. The Big 5 factors are extraversion, neuroticism, openness, agreeableness and conscientiousness, whereas Kolb Learning Styles are divergers, assimilators, convergers, and accommodators. Discussion includes descriptions of the Big 5 factors and Kolb Learning Styles, issues relating to personality and learning styles, and critical review of affect of the Big 5 factors and Kolb Learning Styles. It is concluded that personality does has an affect towards learning styles when it comes to the Big 5 factors and Kolb Learning Styles. Future research is recommended to test the hypothesis found in this review. Pertinent information is repeated in the summary section for readers' convenience.