Relation between personality dimensions with students' academic performance

Document Type : Scientific - Research

Authors

1 Master of Educational Psychology, Shahid Beheshti University

2 Professor of Shahid Beheshti University

3 PhD student in Psychology, Shahid Beheshti University

Abstract

The present study is an attempt to personality dimensions in academic performance of university students.  The sample includes 206 individuals (106 females, 100 males) from ShahidBeheshtiUniversity.  Data was collected through short version of Neo Inventory and Dortaj Academic Performance Inventory.  Data was analyzed by multivariate regression test canonical correlation and multivariate analysis of variance.  Results show that extroversion and conscientiousness have positive relationship with academic performance and neuroticism has negative relationship with academic performanc Also there was no significant difference between male and female participants in term of thinking styles.  There was significant difference between students in technical and human sciences groups in term of thinking styles.  Students in technical group showed higher score in legislative thinking styles than students in human sciences.  Also results show that female students have higher score in Openness to experience than male students.

Keywords

References

Costa Jr., P. T., Antonio, T., & MacCrae, R. R. (2001). Gender differences in personality traits across cultures: Robust and surprising findings. Journal of  personality  and social psychology, 81, 322-331.
De Fruyt, F.&  Mervielde, I.  (1996). Personality and interests predictors of educational streaming and achievement. European Journal of Psychology, 10, 405-425.
Diseth, A.  (2003). Personality and Approaches to learning as predictors of Academic Achievement.  European Journal of personality, 17, 143-155.
Dollinger, s.J., orf, L. A.  (1991). Personality and performance in personality: conscientiousness               and openness.  Journal of Research in Personality, 25,276-284.
Johan, G.  (2005). The role of environmental quality and time perspective on the academice               performance of grade 12 learners. Retivied on july 16, 2009 fromhttp://etd.uovs.ac.za/ETD-db//theses/available/etd-09142006-085341/unrestricted/VanDerLindeGJ.pdf
Musgrave-Marquart, D., Bromley, S. P., & Dalley, M.  B. (1997).  Personality, academic               attribution, and substance use as predictors of academic achievement in college students.  Journal of Social behavior and personality, 12, 501-511Petska, K, S.  (2006). Using personality variables to predict academic success personalized               system of instruction.       University of Nebraska linkoln

Files

Share

How to cite

Statistics