scholarly journals Academic preference based on students’ personality analysis through k-means clustering

2020 ◽  
Vol 16 (3) ◽  
pp. 328-333
Author(s):  
Noratiqah Mohd Ariff ◽  
Mohd Aftar Abu Bakar ◽  
Zamira Hasanah Zamzuri
Keyword(s):  
Academic Performance ◽  
Personality Traits ◽  
Education Quality ◽  
Psychological Traits ◽  
Academic Programme

It is believed that the education quality increases in line with the knowledge and understanding of students’ personality. The theory and techniques associated with measurement of skills, abilities, attitudes and psychological traits are studied under the field of psychometrics. The students’ psychometric scores and their academic programme of choice from a local university in Malaysia are analysed using k-means. It is found that there are distinctive clusters to differentiate the students’ personality traits and the differences can influence them in choosing certain programmes. Hence, the results are useful to determine the suitable methods to increase the students’ academic performance.

scholarly journals Tracking eye-gaze in smart home systems (SHS): first insights from eye-tracking and self-report measures

2021 ◽  
Author(s):  
Federico Cassioli ◽  
Laura Angioletti ◽  
Michela Balconi
Keyword(s):  
Eye Tracking ◽  
Personality Traits ◽  
Smart Home ◽  
Near Infrared ◽  
Tracking System ◽  
Eye Gaze ◽  
Self Report ◽  
Visual Exploration ◽  
Living Room ◽  
Psychological Traits

AbstractHuman–computer interaction (HCI) is particularly interesting because full-immersive technology may be approached differently by users, depending on the complexity of the interaction, users’ personality traits, and their motivational systems inclination. Therefore, this study investigated the relationship between psychological factors and attention towards specific tech-interactions in a smart home system (SHS). The relation between personal psychological traits and eye-tracking metrics is investigated through self-report measures [locus of control (LoC), user experience (UX), behavioral inhibition system (BIS) and behavioral activation system (BAS)] and a wearable and wireless near-infrared illumination based eye-tracking system applied to an Italian sample (n = 19). Participants were asked to activate and interact with five different tech-interaction areas with different levels of complexity (entrance, kitchen, living room, bathroom, and bedroom) in a smart home system (SHS), while their eye-gaze behavior was recorded. Data showed significant differences between a simpler interaction (entrance) and a more complex one (living room), in terms of number of fixation. Moreover, slower time to first fixation in a multifaceted interaction (bathroom), compared to simpler ones (kitchen and living room) was found. Additionally, in two interaction conditions (living room and bathroom), negative correlations were found between external LoC and fixation count, and between BAS reward responsiveness scores and fixation duration. Findings led to the identification of a two-way process, where both the complexity of the tech-interaction and subjects’ personality traits are important impacting factors on the user’s visual exploration behavior. This research contributes to understand the user responsiveness adding first insights that may help to create more human-centered technology.

scholarly journals Educational Attainment and Personality Are Genetically Intertwined

2017 ◽  
Vol 28 (11) ◽  
pp. 1631-1639 ◽  
Author(s):  
René Mõttus ◽  
Anu Realo ◽  
Uku Vainik ◽  
Jüri Allik ◽  
Tõnu Esko
Keyword(s):  
Educational Attainment ◽  
Personality Traits ◽  
Personality Trait ◽  
Factor Model ◽  
Five Factor Model ◽  
Molecular Genetic ◽  
Maximum Amount ◽  
Biological Processes ◽  
Psychological Traits ◽  
Polygenic Scores

Heritable variance in psychological traits may reflect genetic and biological processes that are not necessarily specific to these particular traits but pertain to a broader range of phenotypes. We tested the possibility that the personality domains of the five-factor model and their 30 facets, as rated by people themselves and their knowledgeable informants, reflect polygenic influences that have been previously associated with educational attainment. In a sample of more than 3,000 adult Estonians, education polygenic scores (EPSs), which are interpretable as estimates of molecular-genetic propensity for education, were correlated with various personality traits, particularly from the neuroticism and openness domains. The correlations of personality traits with phenotypic educational attainment closely mirrored their correlations with EPS. Moreover, EPS predicted an aggregate personality trait tailored to capture the maximum amount of variance in educational attainment almost as strongly as it predicted the attainment itself. We discuss possible interpretations and implications of these findings.

scholarly journals BIG FIVE PERSONALITY TRAITS AND TEACHING PERFORMANCE OF FACULTY OF COLLEGE OF TEACHER EDUCATION, LAGUNA STATE POLYTECHNIC UNIVERSITY

2017 ◽  
Vol 5 (9) ◽  
pp. 99-105
Author(s):  
Victoria E. Tamban ◽  
Gloria L. Banasihan
Keyword(s):  
Teacher Education ◽  
Academic Performance ◽  
Personality Traits ◽  
Big Five ◽  
Significant Relationship ◽  
Big Five Personality Traits ◽  
Big Five Personality ◽  
Teaching Performance ◽  
Correlational Research ◽  
Academic Year

This study aimed to determine the relationships of big five personality traits and teaching performance of faculty of College of Teacher Education, Laguna State Polytechnic University Los Baños Campus, Los Baños, and Laguna. The study was conducted at the College of Teacher Education (CTE) of Laguna State Polytechnic University-Los Baňos Campus during 1st semester of Academic Year 2015-2016 employing correlational research design. The respondents of the study were the 20 faculty of CTE consist of 2 Associate Professors, 10 Assistant Professors and 7 Instructors.  A valid survey questionnaire on determining the level of big five personality traits adapted from the site of personality-testing.info, courtesy ipip.ori.org and the IPCR Evaluation are the instruments of this study. Frequency count, percentage and mean were used to describe the profile of the respondents and their teaching performance. Pearson r was used to determine the significant relationship between teachers’’ big five personality traits and their’ teaching performance. The results describe that teachers tend be about average in most of the big five personality traits except from neuroticism which shows a relatively low description. The results also revealed a weak correlation between variables such that it determined that there is no significant relationship the level of big five personality traits and the teaching performance of the respondents. Based on the conclusions the researchers suggested to have further study since it is limited only to the faculty of Teacher Education and also it is highly recommended to correlate teaching performance including students’ evaluation for their teachers and the academic performance of the students with teachers’ personality traits since the teaching performance is one of the factors that affect the students’ academic performance.

Beyond BMI: Personality Traits’ Associations With Adiposity and Metabolic Rate

2021 ◽  
Author(s):  
Kadri Arumäe ◽  
René Mõttus ◽  
Uku Vainik
Keyword(s):  
Metabolic Rate ◽  
Personality Traits ◽  
Personality Trait ◽  
Genetic Associations ◽  
Psychological Traits ◽  
Neo Personality Inventory ◽  
Metabolic Characteristics ◽  
Metabolic Marker ◽  
Polygenic Scores ◽  
Metabolic Variables

Various personality traits are known to correlate with body mass index (BMI). However, rarely have studies looked beyond BMI to understand how adiposity and other metabolic characteristics relate to psychological traits. We explored personality traits’ phenotypic and genetic associations with basal metabolic rate (BMR) and an improved index of adiposity—relative fat mass (RFM)—and assessed how personality traits’ associations with RFM differ from their associations with BMI. In a subsample of the Estonian Biobank (N = 3,535), we correlated RFM, BMI, and BMR, as well as their polygenic scores, with the five domains and 30 facets of NEO Personality Inventory-3. Various traits, notably Openness and its facets, associated with RFM above and beyond BMI. Assertiveness consistently correlated with BMR, mirroring associations with conceptually similar traits in non-human animals, but not with RFM as may have been expected based on previous studies. Genetic analyses suggested that some personality trait–metabolic marker associations have genetic bases while others may be environmental in origin. The use of BMI can lead to both attenuated and inflated estimates of personality trait–adiposity associations. Personality traits may be involved in the development of overweight, but metabolic variables may additionally contribute to differences in personality traits.

Abstract 12971: Positive Psychological Growth Post Cardiac Arrest Survivorship: A Pilot Study

Circulation ◽  
2021 ◽  
Vol 144 (Suppl_2) ◽  
Author(s):  
Rakan AlQaqaa ◽  
Tara Keshavarz Shirazi ◽  
Ian Jaffe ◽  
Anelly Gonzales ◽  
Sam Parnia
Keyword(s):  
Cardiac Arrest ◽  
Personality Traits ◽  
Survival Rates ◽  
Therapeutic Interventions ◽  
Sign Test ◽  
Moderate Increase ◽  
Psychological Growth ◽  
Cross Sectional ◽  
Psychological Traits

Background: Cardiac arrest (CA) has an annual US incidence of >500,000 with survival rates ~10%. Although most studies focus on survival and neurological outcomes, understanding long-term psychological consequences is of equal importance. Some have reported negative psychological outcomes such as anxiety, depression, and PTSD; however, since survivors of other adverse life-threatening disorders, including cancer, report positive psychological growth, we sought to test the hypothesis that CA survival may also be associated with growth of positive psychological traits. Method: Invitations were sent to CA survivors through their local hospitals or national registries to participate in an online pilot cross sectional study. Overall, 47 agreed and were given a series of standardized questionnaires to assess the following positive personality traits: empathy, compassion, forgiveness, altruism, optimism, gratitude, positivity, spirituality, consideration for others’ needs, and happiness. Using a 5-point Likert scale, they then estimated the relative change in these traits since their CA event, where 1=significant decrease, 2=moderate decrease, 3=no change, 4 =moderate increase, and 5=significant increase. Results: Overall 42 of 47 (89%) reported a return to their daily functional activities. Personality trait ratings were analyzed using a sign test relative to a population median score of 3 (i.e. no change) for statistical analysis. Participants showed statistically significant differences in all the assessed personality traits: gratitude (median=4, p<0.0001), compassion (median=4, p= p<0.0001), altruism (median=4, p<0.0001), empathy (median=4, p<0.0001), spirituality(median=4, p<0.0001), consideration for others’ needs (median=4, p<0.0001), forgiveness(median=4, p<0.0005), optimism (median=4, p<0.001), positivity (median=4, p<0.005), and happiness(median=4, p<0.05). Conclusions: Long-term psychological sequelae of CA survivorship remains ill understood. However, some CA survivors may develop greater positive psychological traits following CA. Further studies are required to assess the relationship between CA and long-term positive changes and quality of life, as well as possible therapeutic interventions.

scholarly journals Examining Gender Differences, Personality Traits, Academic Performance, and Motivation in Ukrainian and Polish Students of Physical Education: A Cross-Cultural Study

2020 ◽  
Vol 17 (16) ◽  
pp. 5729 ◽  
Author(s):  
Cezary Kuśnierz ◽  
Aleksandra M. Rogowska ◽  
Iuliia Pavlova
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Physical Education ◽  
Intrinsic Motivation ◽  
Personality Traits ◽  
Academic Motivation ◽  
Five Factor Model ◽  
Cross Cultural ◽  
And Gender ◽  
The Relationship

Background: This study examined the relationship of academic performance with the Big Five traits of personality, academic motivation, and gender in a cross-cultural context. Methods: Participants in the study were 424 university students of physical education (PE) departments from Poland (53%) and Ukraine (47%). Undergraduates completed a brief version of the International Personality Item Pool (Mini-IPIP) to assess the Five-Factor model of personality, the Academic Motivations Scale (AMS), and grade point average (GPA). Results: Polish PE students scored higher in emotional stability and extroversion and had a higher GPA than Ukrainian PE undergraduates. Gender differences were found in both personality traits and academic motivation scales. Intrinsic motivation may predict academic performance. Conscientiousness and intellect emerged as mediators of the relationship between intrinsic motivation and academic performance and gender was found as a moderator in the relationship between conscientiousness and academic success. Conclusions: Women are more motivated regarding academic achievements than men. In addition to intrinsic motivation, the most important factors for academic grades are some personality traits, gender, and cultural differences. Openness and conscientiousness in men are mediators between intrinsic motivation and academic performance. The results of this study may be useful for PE academic teachers to improve the motivation of their students.

scholarly journals Analysis and Prediction of Engineering Student Behavior and Their Relation to Academic Performance Using Data Analytics Techniques

2020 ◽  
Vol 10 (20) ◽  
pp. 7114
Author(s):  
Hanns de la Fuente-Mella ◽  
Claudia Guzmán Gutiérrez ◽  
Kathleen Crawford ◽  
Giancarla Foschino ◽  
Broderick Crawford ◽  
...  
Keyword(s):  
Academic Performance ◽  
Personality Traits ◽  
Student Behavior ◽  
Educational Process ◽  
Computer Engineering ◽  
Catholic University ◽  
Sample Correlation ◽  
Motivation Scale ◽  
And Gender ◽  
Using Data

This study focuses on identifying personality traits in computer science students and determining whether they are related to academic performance. In addition, the importance of the personality traits based on motivation scale and depression, anxiety, and stress scales were measured. A sample of 188 students from the Computer Engineering Schools of the Pontifical Catholic University of Valparaíso was used. Through econometric two-stage least squares and paired sample correlation analysis, the results obtained indicate that there is a relation between academic performance and the personality traits measured by educational motivation scale and the ranking of university entrance and gender. In addition, these results led to characterization of students based on their personality traits and provided elements that may enhance the development of an effective personality that allows students to successfully face their environment, playing an important role in the educational process.

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