Investigation of the Relationship between University Students' Personal Characteristics and Success Tendencies (original) (raw)
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Factors Affecting Higher Education Students' Success
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The Personal Characteristics Predictors of Academic Success
When we talk about the academic achievement of students and their personality, the internal state of a student is in connection with his personal experience and individual differences and talents, dispositions, motives, his "I" and a whole range of cognitive processes. Modern psychological theories of personality consider that learning and academic success achieved represents the overall activity of the individual. It is very important to know and determine the factors that affect the learning process of getting a full picture of the personality of the student and his achieved academic success. If we go deeper into the analysis of the personality of the student we will identify that on the academic success, despite curriculum external factors have a significant impact on the dominant traits of the personality of the student. Personal characteristics are presented as a set of internal components that determine the success and quality of action of the students. The relationship between the dimensions of personality and academic success are the subject of research of many authors .One group of authors put emphasis on intelligence as a factor for success in the learning process, while another group believes that success depends on the personal characteristics that are dominant in the individual. The purpose of this paper is to ascertain role of personal characteristics among the students in achieving their academic success, and for you to realize which personality traits are dominant among respondents of male and female gender. For this purpose, in the research we applied the big five models of personality by which we obtained data on the five dimensions of personality: neuroticism (N), agreeableness (A), openness to new experiences (O), extraversion (E) and consciousness (C).The research is conducted on a sample of 74 students aged from 20 to 22 years, whereas success is taken according to the average score they have achieved during their studies. As a result of the survey, it can be seen that among female students there is a positive correlation between openness (O) and extraversion (E) with success at school, and among the male students there is a statistical significance between agreeableness (A) and neuroticism (N) success in learning. Based on the conducted research we can conclude that the success depends on the personal characteristics of the person. Introduction Traditional systems of educational work has one-dimensional basis, where the person is seen as a substrate material for the role of external influences. Many learning theories reduce down the behavior and learning of students to passively reacting on external developments, whereas external influences do not correlate with the structure of the student's personality (abilities, attitudes, motivations, etc.) Today, it is known that they are of great influence to the students achievements. When talking about the academic achievement of students and the personality of the student, the internal situation is associated with the personal experience of the student and individual differences and talents, dispositions, motives, his "I" and a whole range of cognitive process. Academic success is defined through two perspectives: external and internal. External perspective relates to academic success,
Acta Informatica Medica, 2018
Background: One of the performance measures of any educational system is the degree to which students learn their education. Academic achievement includes the acquisition of a set of skills and abilities that are acquired during the course and in decision making and the various issues of leadership of individuals. A variety of factors affect the academic success of students. The present study aims to investigate the successful student's point of view from students of Mazandaran University of Medical Sciences in 2016-2017. Materials and methods: This cross-sectional study was conducted with an analytical approach. 595 students from all faculties of Mazandaran University of Medical Sciences and Health Services who were studying in the second semester of 2016-2017. To collect data, a researcher-made questionnaire made 144 questions, "Student Success Index" with 18 areas of reading, writing, speaking skills, listening skills, learning styles, memory, reading skills, critical thinking skills, motivation, self-esteem, personal relationships, conflict resolution, health, time management, Financial Management, Personal Purposes, Work Planning and Support Resources, each of which includes 8 fields. The Mann-Whitney U test and Kruskal-Wallis test used for analysis. Results: There is a meaningful relationship between auditory skills, reading, creative thinking and critique, motivation, personal relationships, conflict resolution, time management, personal goals, work planning, sources of support and School.)P<0.05(. Also, there is a significant relationship between the dimension of personal goals and educational level (P <0.05). In terms of personal dimensions, PhD students had lower levels than the average. Conclusion: Empowering human resources through education is possible. Obviously, with the increase in the efficiency of universities and higher education institutions, one can take a major step in the development of the country. It is suggested that in order to improve the quality of these skills among students, the teaching strategies for learning these skills should be included in the student's curriculum, or by conducting workshops on the use of these strategies during the study period for students for improving and developing it.
OPUS Uluslararası Toplum Araştırmaları Dergisi, 2021
The approach that "One can not manage without measuring" has brought up the idea that intangible concepts should also be measured into the agenda. Measurement of intangible concepts, in other words defining them in numerical terms is quite difficult and different methods are proposed for measurement of these concepts. Measuring academic success is also considered in this context. In national literature, academic success is generally considered as class passing grade or graduation grade. However, the expression of academic success with the grades taken from the exams does not fully reflect the fact. Because other factors affecting the grades obtained from exams are ignored. Therefore, it is considered that there is a need for a scale that will help both advisors and students and to measure academic success more clearly. With the Turkish adaptation of the Academic Success Inventory for College Students (ASICS), which was developed by Prevatt et al. (2011) to fill this gap in national literature with the aim to measure the academic success of university students as being used successfully in many countries, validity and reliability study has been done. The data were collected by convenience sampling method from university students studying in Mersin between the dates June 18 and July 18, 2020. The survey was created with Google Form and the survey link was shared with the social communication network application. Data analysis was done with R programming language, and SPSS and AMOS sofwares. Explanatory and confirmatory factor analysis were used in the analyses. Cronbach's alpha value of the total scale is 0.937. The values of goodness of fit in the 1st level multifactorial structure were calculated as RMSEA: 0.075, CFI: 0.998, TLI: 0.978, NFI: 0.988 and χ2/df: 2.220. Calculated values are compatible with reference values. It was evaluated that Academic Success Inventory Scale could also be used in Turkey and more accurate results could be obtained on academic success.
Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 2021
One of the most important goals of education is to ensure that students are academically successful. The purpose of this study is to investigate the factors ensuring success and causing failure of students in educational environments. In the research, single survey model, one of the survey models, was used. Extreme or deviant (outlier) sampling method, which is one of the purposeful sampling methods determined within the scope of the research, was used. The study group of the study consists of 21 students who are in the 11th grades of a secondary education institution and who are either successful or unsuccessful in academia. For this purpose, interview method, one of the qualitative research methods, was used. The data of the research were collected using semi-structured interview questions and analyzed by induction method. The answers obtained from the students were written and analyzed first by content analysis and then by descriptive analysis. It was detected that individual factors, teacher attitude factor, family influence factor and out-of-school support factors were effective in achieving of successful students. It was also detected that unsuccessful students' academic failure was caused by difficulty of lessons, teacher attitude, friend effect and other factors. As a result of the research; suggestions were made on how the success and failure factors identified can be reflected positively and effectively on the education and training environment.
The aim of present research is to study the relationship between personality dimension and happiness among students. In this research, various aspects of students' personality and its relationship with happiness is studied by using Big-5 and MBTI models and Oxford random and ordered sample from 310 tests by T tests, correlation and regression analysis in SPSS16 software. The results indicate that there is a significant relationship between all personality dimension and happiness. Extraversion followed by neuroticism has the highest correlation with happiness. The results of regression analysis show that about 45% of happiness changes are predicted by personality dimensions and neuroticism, extraversion, conscientiousness, feeling and judicative have the highest impact in forecasting students' happiness, respectively. However, three variables including agreeableness,openness and sensationalism did not show a significant relation to depended variable. In the meantime, the resu...
Features of Students Ideas about Life Success
Brain, 2021
The article presents the results of the analysis of scientific research studying the problem of life success and the features of the ideas about it among students of different genders and specialties. The features of understanding of success, successfulness, success in life, as well as the process of achieving it, which is determined by personal motivation for changes and development, accompanied by the energy status of activity, a positive emotional state, leading to the achievement of the desired goal in a certain area of social life and the well-being of the individual, have been determined. The results of the ascertaining experiment confirm the research assumption that the peculiarities of students' ideas about success in life are determined by their gender and the choice of professional specialization. It was found that girls and boys mainly focus on material values, their own self-realization and career growth, which can hinder the maximum comprehensive implementation and ...
Üniversite Öğrenclerinin Öz Benlik Saygısı Ve Stresli Yaşam Olayları
2003
This study examined the frequency of university students with self-esteem level at first. Moreover, the difference between male and female and the difference between achiever and non-achiever students were examined with respect to self-esteem. Also the relationship between self-esteem score of university students and stressful life events was examined. Three hundred thirty one university students from different grades and departments of Middle East Technical University have been participated in this study. Rosenberg Self-Esteem Scale (SES), Life Events Inventory for University Students (LEIU) and four-question demographic information form were used for this study. Factor analysis for LEIU was made for this study. At the end of the factor-analysis, three factors were identified. These were called as self-related anxiety/problems; environmental, adjustment, family events/problems; and academic events/problems. To examine the percentage of students with high and low self-esteem, freque...
The variables affecting the success of students
Educational Research and Reviews, 2014
The aim of this study is to determine the variables affecting the success of students. This research, which was conducted through the relational screening model, has a sampling of students who were selected from a middle city in Turkey. The schools are classified into three as low, medium and high. A total of 3491 students are selected by using the random stratified sampling model. The data were gathered by a survey which included 20 items developed by researchers. In this study, as a result of separate analysis on grade 7 and 8 students, similar conclusions are made. According to the findings of the research, the success of students who received preschool education is higher than those who did not. Also, students who went to private establishments longer are more successful than the students who went for a short time. Attending extra school courses has similar results as to going to the private school establishments. When shelter conditions are considered, it is found that students who live with their parents are more successful than those students who are boarding or living in dormitories. It is understood that the variables that affect 7 th and 8 th grade students' success most are "average amount of daily problem solved" and "the time spent in private establishments or school courses".
Journal of Medical Education Development, 2017
Background and Objective: Learning Strategies includes overt and covert behaviors, which are associated with success in learning. On the other hand, training students who are able to live in environments with diverse values, rapid technological changes, and developments in the socio-cultural complex is one of the unique challenges to a university administrator. Therefore, this study was performed to investigate the association of personal characteristics and educational experiences of the students of Zanjan University of Medical Sciences with their academic achievements. Materials and Methods: This descriptive correlational study was conducted on the students of Zanjan University of Medical Sciences during 2014-2015 academic year. Students were selected through random stratified sampling based on gender and discipline (N=352). The research tool was the college students experiences questionnaire (CSEQ). Data was analyzed using descriptive statistics and multiple regression. Results: ...