Is there any link between gender, personality traits and business students’ study time and attendance? (original) (raw)
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Global Conference on Business and Finance Proceedings, 2020
The purpose of this study is to find out how undergraduate students perform in selected courses at a business school. Management and communication oriented courses require different skills to those of core business courses. There are many studies on students’ success in economics, accounting, and finance, but not in management and marketing. The data in this study are from a business school in Norway. Undergraduate business students can choose different pathways in their third year. We compare students’ performance in different selected majors. The methods chosen were the independent samples test and a linear regression model. It appears that the most notable indicator of success in the chosen major is performance in the introductory course within the same field. Mathematics is another important element, while grade point average (GPA) scores have a minor impact. There is obviously some gender effect. The males perform well in quantitative subjects, while women outperform men in marketing.
2014
The economic literature shows many evidences on the relationship between labor market success and personality. Our study examines the connection between Myers–Briggs personality types and academic performance among students of University of Debrecen, Hungary. Our sample consists of 2nd and 3rd year Business Administration and Management and Business Informatics students (N = 408). We examine the significance of the difference between the grade means of the Myers–Briggs personality types and the group means by year and major with one sample t-test on 10% significance level. We also analyze the effect of personality types on the academic performance with linear regression models containing additional independent variables (gender, local inhabitance, work experience, university year, major, age) on 10% significance level. Our results show that on Business Administration and Management major INTJ, ESTJ, and ESFJ students outperform the others (adjusted R2 contribution of personality types in the regression model is 0.02), while among the Business Informatics students the ENFJ type has a significantly better grade mean (adjusted R2 contribution of personality types in the regression model is 0.04). In the regression model the following types have significantly better academic results than the others: ENTP, INTJ, ENTJ, INFJ, ENFJ, ISTJ, ESTJ, ESFJ (adjusted R2 contribution is 0.01).
Birta-Székely Noémi (ed.): Tudás – Tanulás – Szabadság Neveléstudományi Konferencia – 2014, Babeş-Bolyai Tudományegyetem, Kolozsvár, pp. 211-215, 2014
The economic literature shows many evidences on the relationship between labor market success and personality. Our study examines the connection between Myers–Briggs personality types and academic performance among students of University of Debrecen, Hungary. Our sample consists of 2nd and 3rd year Business Administration and Management and Business Informatics students (N = 408). We examine the significance of the difference between the grade means of the Myers–Briggs personality types and the group means by year and major with one sample t-test on 10% significance level. We also analyze the effect of personality types on the academic performance with linear regression models containing additional independent variables (gender, local inhabitance, work experience, university year, major, age) on 10% significance level. Our results show that on Business Administration and Management major INTJ, ESTJ, and ESFJ students outperform the others (adjusted R2 contribution of personality types in the regression model is 0.02), while among the Business Informatics students the ENFJ type has a significantly better grade mean (adjusted R2 contribution of personality types in the regression model is 0.04). In the regression model the following types have significantly better academic results than the others: ENTP, INTJ, ENTJ, INFJ, ENFJ, ISTJ, ESTJ, ESFJ (adjusted R2 contribution is 0.01).
ACADEME University of Bohol, Graduate School and Professional Studies, 2018
This study seeks to determine the relationship between personality traits under the big five dimensions of personality theory and the academic performance of the students. This study intends to benefit not only the respondents but also the teachers, institutions, guidance counselors, and parents. There were 224 accountancy, business, and management strand students of the University of Bohol-Senior High School who were the respondents. Findings of the study revealed that under the big five dimensions of personality theory, the students obtained high in the following dimensions, namely, openness, extraversion, neuroticism, and agreeableness while very high in conscientiousness. The researchers concluded that there is no relationship between the personality traits and the academic performance of the students.
Gender Differences in Personality Traits in Relation to Academic Performance
MIER Journal of Educational Studies, Trends and Practices, 2021
The study attempted to explore the impact of personality traits on academic performance with regards to gender differences. A primary study was conducted on a sample size of 666 students (453 males and 213 females). Using Mann-Whitney analysis, it was found that different personality traits impact the academic performance of students for both boys and girls. Extraversion, Conscientiousness Agreeableness and Emotional Stability were found to influence the academic performance of male students. On the other hand, Openness influenced the academic performance of female students. Conscientiousness was the only trait to influence the academic performance of both male as well as female students.
This study examined the influence of personality types and socio-demographic characteristics on work-study of students at Covenant University, Ota. The study used questionnaires to collect information from 100 students who participated in the programme in 2014/2015 academic session. The chi-x 2 result of 12.30 for the variable responses showed that the age and the sex of students influenced their participation in work study programme with chi-x 2 (29.80), degree of freedom 4 and significance level of 1 % of the combined result respectively. The finding of investigation also show that birth order influenced students participation in work study initiative with chi-x 2 distribution of 19.70, degree of freedom of 4 and asymptotic significance of 1 %. Also, the result of the T-statistics (28.23) with the degree of freedom 99 revealed significance among the Personality Type " A " and " B " compositions at 1% level of significance. The estimated correlation coefficient indicates a significant strong correlation (0.630) between the response variables " Personality Type " and influence on student participation in work study programme.
Exploring the Effect of Gender and Personality Characteristics on Educational Performance
Journal of Educational and Social Research
This study was an update on gender differences, personality characteristics and academic performance carried out among students at a private University in Ogun State, Nigeria. The present study intends to validate the findings of the previous study with further review of literature on the subject matter. The result of the study showed that male and female students are different with regards to academic performance but not in personality traits. Also, conscientiousness (r=.272, p.05), agreeableness (r= .057, p>.05) and openness to experience (r= -.018, p>.05). These personality factors jointly influenced changes in academic performance [F (5,195) = 3.897, p
The findings of the literature on the predictive power of the Big Five personality model on academic and training success, vary to a large extent, according to several researchers. One of the reasons for the diverging conclusions may be attributed to cultural factors. This study makes an attempt to close this research gap as far as Greece is concerned, where there appears to be no such published study, involving university students. The purpose of the study is to close this gap, and offer both academics and practitioners additional insight, in their decisions, concerning training and education issues such as admissions to college or graduate programs. The methodology used in this study, involves the collection of the responses from 962 university students from a population of about 3000, who completed a structured questionnaire, including the variables of the Big Five model and the Dependent Variables of student performance measured by the student Grade Point Average (GPA), and the GPA the student believed she/he deserved, as well as the percentage of the modules passed out of those required. The results were analyzed with the use of SPSS using confirmatory factor analysis and Regression analysis. The Independent Variables include, Extraversion, Neuroticism, Openness to experiences, Agreeableness and Conscientiousness. Demographic data will also be included in the analysis. Findings: In accordance with prior studies on personality and performance (both academic and work) Academic Performance correlated with extraversion, conscientiousness and emotional stability. Also, Perceived Academic performance related to extraversion and conscientiousness. Finally, Academic performance according to percentage of modules passed was related to age, agreeableness and conscientiousness. The Originality of the study lies in its being the first of its kind in Greece, addressing this issue at the university level. With the changes in the educational and 3 sociopolitical environment it is expected that the new knowledge produced by this study will be helpful to academic institution recruitment policies. Implications: There are serious implications for tertiary education administrations, who can select their prospective students based not only on their past ( high-school) performance, but also on the additional information provided by the personality tests of the candidates, increasing thus the chance of their completing their studies in a timely fashion. Similarly, in the field of training, HR administrators may be helped by selecting the people who will receive training, so as to return the maximum value for that investment, based on the use of the Big Five Model and the findings of this study.
2008
Many studies have reported that economics and business students have been more apt to act in selfinterested ways when compared to their counterparts in other academic fields. It is our contention that past studies have not shed light on the underlying psychological differences which might be leading to this difference in behavior. We put forth evidence that certain business majors are correlated with a marked increase in levels of narcissism and decreased levels of empathy, as measured by psychological personality tests.