The Relevance of Academic Performance in Career Development According to the Big Five Model

2021 ◽  
Vol 12 (4) ◽  
pp. 64-75
Author(s):  
Mihaela Mirela Dogaru ◽  
Manoela Popescu
Keyword(s):  
Academic Performance ◽  
Career Development ◽  
Theoretical Analysis ◽  
Big Five ◽  
Work Performance ◽  
Direct Relationship ◽  
Academic Preparation ◽  
Fundamental Idea ◽  
Big Five Model ◽  
Relevant Factors

A purely theoretical analysis reveals the existence of a direct relationship between academic performance and work performance. It is also expected that individuals who have registered during academic performance will develop a career in their field of academic preparation. A research of the students' academic performance contributes to the identification of the relevant factors of the academic performance with an impact on the work performance. The fundamental idea is that the performance of individuals is determined by their personality, characterized by the big five model. Known to be a positive personality ensures both academic performance and work performance and career success.

scholarly journals Relation Between Personality Traits and Academic Performance Among University Students of RAKMHSU, UAE-Using a Big Five Model

2021 ◽  
Vol 14 (4) ◽  
pp. 2123-2129
Author(s):  
Saidunnisa Begum ◽  
Manjunatha Goud BK ◽  
Najila Abdul Hameed ◽  
Nadiya Dileep ◽  
Sreenidhi Geetha Santhosh
Keyword(s):  
Health Care ◽  
Academic Performance ◽  
Personality Traits ◽  
Big Five ◽  
Personality Trait ◽  
Cross Sectional ◽  
Grade Point ◽  
Health Care Professions ◽  
Randomized Sampling ◽  
Big Five Model

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 programs at RAKMHSU were included in the study. The Big five model questionnaire was administered to study participants during their self-study hours and data collected were analyzed in SPSS version 18. Results The most common personality trait was openness 43% followed by agreeable 21%. The analysis of their GPA (Grade point average) found that agreeableness had high GPA and Neuroticism had the lowest GPA among all traits. The study also found that high unsuccessful students were seen with Neuroticism (31.5%), Extraversion (26.3%) followed by other traits. Conscientiousness also had positive and significant correlation with AP (p<0.001) along with agreeableness. In conclusion, each student is unique, and their personality trait can be used as an aptitude test tool during their admission process for health care professions related courses.

Social Desirability in Personality Inventories

2014 ◽  
Vol 35 (3) ◽  
pp. 144-157 ◽  
Author(s):  
Martin Bäckström ◽  
Fredrik Björklund
Keyword(s):  
Social Desirability ◽  
Big Five ◽  
Work Performance ◽  
Factor Model ◽  
Five Factor Model ◽  
Peer Ratings ◽  
Personality Inventories ◽  
Model Study ◽  
The Difference ◽  
New Variables

The difference between evaluatively loaded and evaluatively neutralized five-factor inventory items was used to create new variables, one for each factor in the five-factor model. Study 1 showed that these variables can be represented in terms of a general evaluative factor which is related to social desirability measures and indicated that the factor may equally well be represented as separate from the Big Five as superordinate to them. Study 2 revealed an evaluative factor in self-ratings and peer ratings of the Big Five, but the evaluative factor in self-reports did not correlate with such a factor in ratings by peers. In Study 3 the evaluative factor contributed above the Big Five in predicting work performance, indicating a substance component. The results are discussed in relation to measurement issues and self-serving biases.

Executive function and big five assessment, academic performance and military leadership

2007 ◽  
Author(s):  
William Bowman ◽  
Eric Bowman ◽  
Jordan B. Peterson ◽  
Daniel M. Higgins ◽  
Robert O. Pihl
Keyword(s):  
Academic Performance ◽  
Executive Function ◽  
Big Five ◽  
Military Leadership

Pengaruh Pengembangan Karir dan Penempatan Kerja Terhadap Prestasi Kerja Karyawan pada PDAM Tirtanadi Provinsi Sumatera Utara

MBIA ◽  
2019 ◽  
Vol 17 (3) ◽  
pp. 17-24
Author(s):  
Cut Ermiati ◽  
Dita Amanah ◽  
Dedy Ansari Harahap ◽  
Fitriani Tanjung
Keyword(s):  
Data Analysis ◽  
Career Development ◽  
Linear Regression ◽  
Work Performance ◽  
Total Population ◽  
Employee Performance ◽  
Work Placement ◽  
Analysis Technique ◽  
Calculation Results ◽  
North Sumatra

This study aims to determine the effect of career development and work placement on employee work performance at PDAM Tirtanadi, North Sumatra Province. The population in this study were all employees per division, amounting to 182 employees. From the total population can be determined the number of samples in this study amounted to 65 people. The data analysis technique used is the t-test, f-test, multiple linear regression and determinant coefficient test using SPSS 22. From the calculation results using SPSS shows that there is an influence of career development on employee work performance, there is the influence of work placement on employee performance and there is the influence of career development and work placement on employee performance.

Relationship between big five personality model and abusive supervision

2019 ◽  
Vol 12 (2) ◽  
Author(s):  
Bibi Tahira ◽  
Naveed Saif ◽  
Muhammad Haroon ◽  
Sadaqat Ali
Keyword(s):  
Big Five ◽  
Abusive Supervision ◽  
State Universities ◽  
Big Five Personality ◽  
Big Five Model ◽  
The Impact ◽  
First Time ◽  
Supervisor Behavior ◽  
Moderating Role

The current study tries to understand the diverse nature of relationship between personality Big Five Model (PBFM) and student's perception of abusive supervision in higher education institutions of Khyber Pakhtoonkhwa Pakistan. Data was collected in dyads i.e. (supervisors were asked to rate their personality attributes while student were asked to rate the supervisor behavior) through adopted construct. For this purpose, data was collected from three government state universities and one Private Sector University. The focus was on MS/M.Phill and PhD student and their supervisors of the mentioned universities. After measuring normality and validity regression analysis was conducted to assess the impact of supervisor personality characteristics that leads to abusive supervision. Findings indicate interestingly that except agreeableness other four attributes of (PBFM) are play their role for abusive supervision. The results are novel in the nature as for the first time Neuroticism, openness to experience, extraversion and conscientiousness are held responsible for the abusive supervision. The study did not explore the demographic characteristics, and moderating role of organizational culture, justice and interpersonal deviances to understand the strength of relationship in more detail way. Keywords: Personality big five model, abusive supervision, HEIs

Predictors of College Success: A Comparison of Traditional and Nontraditional Age Students

NASPA Journal ◽  
2000 ◽  
Vol 38 (1) ◽  
Author(s):  
Tam M. Spitzer
Keyword(s):  
Social Support ◽  
Academic Performance ◽  
Career Development ◽  
Nontraditional Students ◽  
College Success ◽  
Self Regulation ◽  
Full Time ◽  
Academic Efficacy ◽  
Career Decidedness ◽  
Traditional Age

Traditional (age 23 and under) and nontraditional (age 25 and over) full-time undergraduates were assessed on five personal dimensions, two learning dimensions, and two collegiate goals (GPA and career decidedness). Multiple regression assessed which dimensions predicted the two collegiate goals. Significant predictors were generally the same for both traditional and nontraditional students. Academic efficacy, self-regulation, and social support were positive predictors of GPA. Career decisionmaking self-efficacy and social support were positive predictors of career decidedness. Nontraditional students and females had higher GPAs and greater decidedness. Academic performance and career development were seen as concurrent but largely separate processes.

Why Some Students Adjust Easily While Others Can Not? Stress and Adjustment to University: Personality as Moderator

2021 ◽  
pp. 152102512110021
Author(s):  
Ayşe I. Kural ◽  
Berrin Özyurt
Keyword(s):  
Personality Traits ◽  
Perceived Stress ◽  
Big Five ◽  
Detrimental Effect ◽  
Predictive Utility ◽  
Negative Valence ◽  
Big Five Model ◽  
University Adjustment ◽  
Moderating Role

Research has demonstrated consistently that personality and perceived stress, independently, are essential factors for university adjustment among university freshmen; however, little is known about the associations between personality, perceived stress, and adjustment together. Our primary goal was to explore the predictive utility of perceived stress for explaining university adjustment among university freshmen ( N = 290). We also tested the moderating role of personality traits and this research was embedded within a Big Five model of personality including the sixth trait for Turkish context, ‘Negative Valence’. Results addressed that only conscientiousness and negative valence moderated the perceived stress and adjustment association. Students high on negative valence and/or conscientiousness tended to experience the detrimental effect of perceived stress on university adjustment more due to their personality. These results suggested that personality might be an important factor to include in adjustment fostering interventions for freshmen at universities.

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