Bifactor Models of Personality and College Student Performance: A Broad versus Narrow View

Research in the area of personality traits and academic performance has been supported by consistent meta–analytic evidence demonstrating positive relationships between Conscientiousness and grade point average (GPA). However, academic performance is not solely a function of GPA but also a number of other important intellectual, interpersonal and intrapersonal behaviours. This wider criterion space opens up the possibility for many personality factors and their underlying facets to relate to academic performance. Using bifactor latent variable modelling, the current study investigates the six–factor HEXACO model of personality, along with their 24 underlying facets, for predicting students’ academic performance. Model results reveal interpretable and meaningful relationships between both broad factors and narrow personality facets in predicting college student outcomes. Implications for measurement, modelling and prediction are discussed. Copyright © 2014 European Association of Personality Psychology

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The Prediction of College Student Academic Performance and Retention: Application of Expectancy and Goal Setting Theories

Journal of College Student Retention Research Theory & Practice ◽

10.2190/cs.11.2.d ◽

2009 ◽

Vol 11 (2) ◽

pp. 227-246 ◽

Cited By ~ 18

Author(s):

Barry A. Friedman ◽

Rhonda G. Mandel

Keyword(s):

High School ◽

Academic Performance ◽

College Student ◽

Student Retention ◽

Student Performance ◽

Goal Setting ◽

First Year ◽

Sat Scores ◽

Grade Point ◽

High School Gpa

Student retention and performance in higher education are important issues for educators, students, and the nation facing critical professional labor shortages. Expectancy and goal setting theories were used to predict academic performance and college student retention. Students' academic expectancy motivation at the start of the college significantly predicted cumulative GPA at the end of their first year. Compared to students who did not return, students that returned for their sophomore year reported greater peer competition with respect to academic goals, perceived good grades to be more attractive, and reported more effort to get good grades. Students' SAT scores and high school grade point average were significantly related to both cumulative GPA and retention after the first year. Study implications are discussed with an emphasis on the motivational set of college applicants, in conjunction with more traditional criteria (e.g., high school GPA) that together may increase student performance and retention.

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Fuzzy based Decision Support Model for Deciding the Students’ Academic Performance

International Journal of Emerging Technology and Advanced Engineering ◽

10.46338/ijetae1021_15 ◽

2021 ◽

Vol 11 (10) ◽

pp. 118-130

Author(s):

Ditdit Nugeraha Utama ◽

◽

Deddy Kurniawan

Keyword(s):

Academic Performance ◽

Decision Support ◽

Performance Assessment ◽

Student Performance ◽

Personal Data ◽

Evaluation Process ◽

Real Data ◽

Decision Support Model ◽

Grade Point ◽

Support Model

— In the education domain, especially in higher education, a standard of performance assessment is determined by the grade point average (GPA). In its use in the evaluation process, GPA assessment standards have some shortcomings, such as focusing only on the improvement of the GPA value regardless of other factors that can affect an evaluation result, so that the GPA standard cannot be used as one and only one basic reference in determining the results of performance evaluation ideally. The study is a completed version of the previous one. The purpose of this study is to construct a decision support model (DSM) that can conduct performance assessment by considering various parameters that are considered to affect the academic performance results of students. The model was constructed by using three methods: fuzzy logic of Sugeno, conventional, and mathematical. This study uses quantitative data analysis because the data used is real data in the form of personal data and academic value data of students in the field. The predetermined methods were implemented in this study to calculate the academic performance value of students by considering various other parameters outside the GPA parameters. So that the assessment results will be more ideal and can strengthen the standard of GPA assessment in conducting the process of evaluating student performance. Also, finally, the verification and validation values of the model are represented.

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Does General and Specific Traits of Personality Predict Students’ Academic Performance?

BioMed Research International ◽

10.1155/2022/9422299 ◽

2022 ◽

Vol 2022 ◽

pp. 1-8

Author(s):

Mohamed Jaber ◽

Basim Al-Samarrai ◽

Afraa Al-Obaidee ◽

Sudhir Rama Varma ◽

Mohmed Isaqali Karobari ◽

...

Keyword(s):

Academic Performance ◽

Academic Success ◽

Clinical Success ◽

Dental Students ◽

Personality Factors ◽

Personality Profiles ◽

Grade Point ◽

And Performance ◽

A Prospective Study ◽

Performance Results

Background and Objectives. This study examines whether personality profiles, personality factors, or clusters of personality factors are associated with academic success. Methods. The study includes all fifth-year dental students registered at the College of Dentistry, Ajman University, in 2019/2020. One hundred and seventy students were invited to complete personality and performance measures using the Big Five Inventory (BFI) scale; the weighted grade point average (GPA) was used to assess students’ academic performance. Results. Of the 170 participants, 60% were female and 40% were male. Participants ranged in age from twenty-four to twenty-seven years, with an average age of twenty-four years. There was a relationship between personality scores obtained for the students and their subsequent academic performance. The broad conscientiousness, competence, achievement, and dutifulness predicted academic and clinical success. The prediction accuracy of conscientiousness was improved by the inclusion of dutifulness, self-discipline, and deliberation. Conclusion. This study confirms that the students’ personality profile is a substantial predictor of academic performance and likely to help select future intakes of students, although a prospective study would be required for a definite answer to this question.

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A Review on Predictive Modeling Technique for Student Academic Performance Monitoring

MATEC Web of Conferences ◽

10.1051/matecconf/201925503004 ◽

2019 ◽

Vol 255 ◽

pp. 03004 ◽

Cited By ~ 2

Author(s):

Mat Asiah ◽

Khidzir Nik Zulkarnaen ◽

Deris Safaai ◽

Mat Yaacob Nik Nurul Hafzan ◽

Mohamad Mohd Saberi ◽

...

Keyword(s):

Academic Performance ◽

Prediction Model ◽

Predictive Model ◽

Student Performance ◽

Predictive Modeling ◽

Performance Monitoring ◽

Predictive Analytics ◽

Performance Model ◽

Research Activities ◽

Student Academic Performance

Despite of providing high quality of education, demand on predicting student academic performance become more critical to improve the quality and assisting students to achieve a great performance in their studies. The lack of existing an efficiency and accurate prediction model is one of the major issues. Predictive analytics can provide institution with intuitive and better decision making. The objective of this paper is to review current research activities related to academic analytics focusing on predicting student academic performance. Various methods have been proposed by previous researchers to develop the best performance model using variety of students data, techniques, algorithms and tools. Predictive modeling used in predicting student performance are related to several learning tasks such as classification, regression and clustering. To achieve best prediction model, a lot of variables have been chosen and tested to find most influential attributes to perform prediction. Accurate performance prediction will be helpful in order to provide guidance in learning process that will benefit to students in avoiding poor scores. The predictive model furthermore can help instructor to forecast course completion including student final grade which are directly correlated to student performance success. To harvest an effective predictive model, it requires a good input data and variables, suitable predictive method as well as powerful and robust prediction model.

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An investigation of undergraduate-level academic performance mediators

Journal of Applied Research in Higher Education ◽

10.1108/jarhe-04-2017-0025 ◽

2018 ◽

Vol 10 (1) ◽

pp. 31-43 ◽

Cited By ~ 1

Author(s):

Vikash Rowtho

Keyword(s):

Academic Performance ◽

Student Performance ◽

Structural Equation ◽

Study Data ◽

Complex Nature ◽

Cross Sectional ◽

Grade Point ◽

Undergraduate Level ◽

Content Type ◽

The Relationship

Purpose The purpose of this paper is to investigate the mediating roles of absenteeism and continuous assessments on the overall academic performance at undergraduate level using structural equation modelling (SEM). Design/methodology/approach Pragmatic worldview with a mixed-method approach was used in this study. Data were collected using a variety of tools. Subsequent analyses used both qualitative and quantitative techniques. Interviews and documentary analyses were used to identify the dimensions of student disengagement while SEM was used to determine mediation among selected variables. Findings The results of this study showed that absence rates mediated the relationship between performance on continuous assessments and grade point average (GPA). Absence rates also mediated the relationship between personal circumstances and GPA and finally, course selection impacted on GPA with performance on continuous assessments as the mediator. H3 were not supported and the implications are discussed. Research limitations/implications The research was conducted in a single institution, was cross-sectional in nature and the variables used were contextualised. However, the tools used in this study can be adapted to identify the risk factors leading to poor student performance in other settings and to address them. Practical implications The outcomes of the current study can be useful to policymakers and practitioners in in addressing student performance-related issues. Social implications On a broader perspective, societal challenges associated with student dropouts resulting from poor academic performance can be minimised. Originality/value This study shows academic performance in a different perspective where mediators reveal the complex nature of the determinants of academic performance.

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Factors Affecting Students’ Academic Performance in Higher Education: Evidence from Accountancy Degree Programme

International Business Education Journal ◽

10.37134/ibej.vol13.1.1.2020 ◽

2020 ◽

Vol 13 (1) ◽

pp. 1-16

Author(s):

Haslinda Hassan ◽

Rosli Mohamad ◽

Raja Haslinda Raja Mohd Ali ◽

Yurita Yakimin Abdul Talib ◽

Hafizah Mohamad Hsbollah

Keyword(s):

Academic Performance ◽

Secondary School ◽

Student Performance ◽

Ethnic Groups ◽

Quantitative Research ◽

Family Income ◽

Secondary Data ◽

Holistic Approach ◽

Accounting Students ◽

Grade Point

The increasing demands for accountants in the future have resulted in an increased number of students enrolling in the accounting programmes of Malaysian universities. This expansion, however, has caused some concern about whether these students are likely to succeed in their studies. This study, therefore, aims to examine the factors that drive the academic performance of accounting students at Malaysian universities. The factors included gender, ethnic groups, type of secondary school, sponsorship, and family income. The students’ academic performance was represented by their cumulative grade point average (CGPA) obtained at the end of their programs. The study used a quantitative research design using secondary data of 367 undergraduate accounting students graduated in 2016 from the Universiti Utara Malaysia (UUM) for analysis. The findings suggested that there were significant differences in students’ academic performance related to ethnic groups, type of secondary school, and family income. Specifically, Malay, Indian, and other students performed less well than did Chinese students. Gender and sponsorship, however, had no significant influence on their academic performance. The study’s findings could help higher learning institutions, parents, and policymakers to formulate effective intervention mechanisms and to introduce a more holistic approach to improve student performance.

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Relationship of Extroversion Dimension with Academic Performance of Medical Students

International Journal of Indian Psychology ◽

10.25215/0302.004 ◽

2016 ◽

Vol 3 (2) ◽

Author(s):

Dr. Ramyashilpa. D. Nayak

Keyword(s):

Academic Performance ◽

Medical Students ◽

Sampling Technique ◽

Personality Factors ◽

Personality Factor ◽

School Students ◽

Personality Dimension ◽

Grade Point ◽

Study Results ◽

Academic Grades

Most people know that academic performance generally refers to how well a student is accomplishing his or her tasks and studies, but there are quite a number of factors that determine the level and quality of students’ academic performance. Certainly the most well-known indicator of academic performance, grades is the student’s “score” for their classes and overall tenure. Grades are most often a tallying or average of assignment and test scores and may often be affected by factors such as attendance and instructor opinion of the student as well. Grading systems vary greatly by country and school; common scales include a percentage from 1-100, lettering systems from A-F, and grade point averages (GPA) from 0-4.0 or above. Academic Performance of medical school students is predisposed by personality dimension extroversion has been concentrated in the present study. The main objective of the study was to determine the extroversion score among the medical students and find out the correlation between extroversion and their academic performance. Participants for this study were 70 Phase-I year 1Medical Students of USM-KLE International Medical Programme Belgaum, Karnataka, India. They were selected by purposive sampling technique. Eysanck personality Inventory was administered to find out the extroversion scores among the students and these scores were compared with academic grades. For this process Carl Pearson’s Correlation coefficient method was carried out. The results reveal that there is no significant correlation between academic performance and extroversion (‘t’ Value 0.23 which is not Significant at 0.05 level of significance). Even though the personality factor extroversion has relation with the academic performance which many previous scientific researches show but the present study results of negative correlation nullifies the significance. The implication of this study was to develop an understanding and thoughtfulness among the medical students that the personality factors have an influence on their academic performance.

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Exploring the Value of Emotional Intelligence: A Means to Improve Academic Performance

NASPA Journal ◽

10.2202/0027-6014.1834 ◽

2007 ◽

Vol 44 (3) ◽

Cited By ~ 5

Author(s):

Audrey J. Jaeger ◽

M. Kevin Eagan

Keyword(s):

Higher Education ◽

Emotional Intelligence ◽

Academic Performance ◽

Student Affairs ◽

Student Performance ◽

Research University ◽

Student Affairs Professionals ◽

Grade Point ◽

Noncognitive Variables

The academic model of success in higher education often neglects the role of noncognitive variables, including Emotional Intelligence (EI). As higher education educators turn their attention to learning, scholars are focusing on the role of EI and other noncognitive variables in enhancing learning. Although learning takes place both inside and outside the classroom, this specific study addresses learning as it relates to academic performance. To explore the role of noncognitive factors in predicting academic performance, this study utilizes an initial sample of 864 first-year students at a large research university. The research addresses the value of EI in predicting academic performance as measured by cumulative grade point average (GPA). The role student affairs professionals play in the noncognitive development of students, specifically EI, could enhance student performance inside and outside the classroom. Implications for educators, including student affairs professionals, are addressed.

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