The role of Personality Traits and Intelligence in Academic Achievement of Russian High School Students

All students have to face academic pressures, setbacks and challenges that are part of their everyday academic life. The capacity to deal with this, i.e. ‘academic buoyancy’, is needed to reduce the impact of academic adversity. Since academic buoyancy may be associated with personality, our study explored the role of personality trait, especially the ‘big five’, as predictors of the academic buoyancy in senior high school students in an Eastern culture. Methods: Using quota sampling, 356 respondents were sampled from the eight largest senior high schools in Bandung, Indonesia. Five personality factors were measured using the Big Five Inventory. Furthermore, academic buoyancy was assessed utilizing the Academic Buoyancy Scale. Multiple regression analysis was used to analyze the predictive value of each trait for academic buoyancy. Result: Academic buoyancy appears to be related to personality differences. We found three personality traits which predicted positively and signiﬁcantly academic buoyancy, namely Conscientiousness, Agreeableness and Extraversion. Conclusions: The study has provided a new understanding of the relevance of personality for academic student’s life. Implications and differences in relation between personality and academic buoyancy in senior high school’ student are discussed.

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Role of Big Personality Traits and Academic Selfefficacy in Tendency to Cheat and Cheat Attempt among High School Students

Focus on Sciences ◽

10.21859/focsci-020451 ◽

2016 ◽

Vol 2 (4) ◽

pp. 1-10 ◽

Cited By ~ 1

Author(s):

Mohammad Nazer ◽

Romina Roohi ◽

Mohammadreza Mokhtaree ◽

Reza Bidaki ◽

Ehsan Zarepur

Keyword(s):

High School ◽

High School Students ◽

Personality Traits ◽

School Students

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Peace of Mind, Academic Motivation, and Academic Achievement in Filipino High School Students

The Spanish Journal of Psychology ◽

10.1017/sjp.2017.19 ◽

2017 ◽

Vol 20 ◽

Cited By ~ 5

Author(s):

Jesus Alfonso D. Datu

Keyword(s):

High School ◽

Academic Achievement ◽

High School Students ◽

Academic Motivation ◽

Autonomous Motivation ◽

Affective States ◽

School Students ◽

Peace Of Mind ◽

Controlled Motivation

AbstractRecent literature has recognized the advantageous role of low-arousal positive affect such as feelings of peacefulness and internal harmony in collectivist cultures. However, limited research has explored the benefits of low-arousal affective states in the educational setting. The current study examined the link of peace of mind (PoM) to academic motivation (i.e., amotivation, controlled motivation, and autonomous motivation) and academic achievement among 525 Filipino high school students. Findings revealed that PoM was positively associated with academic achievement β = .16, p < .05, autonomous motivation β = .48, p < .001, and controlled motivation β = .25, p < .01. As expected, PoM was negatively related to amotivation β = –.19, p < .05, and autonomous motivation was positively associated with academic achievement β = .52, p < .01. Furthermore, the results of bias-corrected bootstrap analyses at 95% confidence interval based on 5,000 bootstrapped resamples demonstrated that peace of mind had an indirect influence on academic achievement through the mediating effects of autonomous motivation. In terms of the effect sizes, the findings showed that PoM explained about 1% to 18% of the variance in academic achievement and motivation. The theoretical and practical implications of the results are elucidated.

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