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.

scholarly journals CHOOSING TEACHING AS A PROFESSION: INFLUENCE OF BIG FIVE PERSONALITY TRAITS ON FALLBACK CAREER

2018 ◽  
Vol 76 (1) ◽  
pp. 100-108 ◽  
Author(s):  
Robert Tomšik ◽  
Viktor Gatial
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Personality Trait ◽  
Extrinsic Motivation ◽  
First Grade ◽  
Big Five Personality Traits ◽  
Openness To Experience ◽  
Big Five Personality ◽  
Teacher Trainees ◽  
Big Five Model

Personality plays a significant role in influencing motivation for choosing a perspective profession. As empirical evidence confirmed, personality traits conscientiousness, openness to experience, extraversion are in positive correlation with intrinsic motives for choosing teaching as a profession (in negative with personality trait neuroticism), and in negative correlation with extrinsic motivation and fallback career (in positive with personality trait neuroticism). The primary aim of research is to point out the importance of personality traits in career choices via detecting which personality traits are predictors of fallback career. In the research first grade university students (teacher trainees; N = 402) completed the Five Factor Inventory and SMVUP-4-S scale. As results show, Big Five personality traits are in correlation with fallback career and are a significant predictor of fallback career. The Big Five model together explained 17.4% of the variance in fallback career, where personality traits agreeableness, conscientiousness, openness to experience and neuroticism has been shown as a statistically significant predictor of fallback career of teacher trainees. Keywords: Big Five, career choice, fallback career, personality traits.

scholarly journals The relationship between Personality Traits, Learning Styles and Academic Performance of E-Learners

Open Praxis ◽  
2018 ◽  
Vol 10 (3) ◽  
pp. 249 ◽  
Author(s):  
Nabia Luqman Siddiquei ◽  
Dr Ruhi Khalid
Keyword(s):  
Academic Performance ◽  
Learning Styles ◽  
Personality Traits ◽  
Learning Strategies ◽  
Learning Style ◽  
Big Five ◽  
Policy Makers ◽  
Grade Point ◽  
E Learning ◽  
The Relationship

The rapid growth of e-learning has greatly influenced the educational system across the globe. Personality traits and learning styles are both likely to play considerable roles in influencing academic achievement of e-learners. Based on this foundation, a study was designed that attempts to establish the missing links between personality traits, learning styles, and academic performance of students enrolled in various e-learning courses. University students (N=144) completed the Big Five Inventory (BFI), Index of Learning Style (ILS) and reported their grade point average (GPA). One of the Big Five traits i.e. extraversion was positively related with all four learning styles whereas neuroticism was negatively related with all four learning styles. It has also been revealed that GPA was positively correlated with three personality traits and was negatively correlated with neuroticism. Similarly GPA was positively correlated with three learning styles. Finally, there were no significant differences in learning styles and personality traits of e-learners in terms of gender. Implications of these results are expected to help academics, managers, and policy makers for implementation of future e-learning strategies in Pakistan.

The Big Five Personality Trait Factors

2020 ◽  
Author(s):  
Boele De Raad ◽  
Boris Mlačić
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Personality Trait ◽  
The United States ◽  
Cross Cultural ◽  
Big Five Personality ◽  
European Languages ◽  
Big Five Model ◽  
Trait Words ◽  
Trait Factors

The field of dispositional traits of personality is best summarized in terms of five fundamental dimensions: the Big Five personality trait factors, namely Extraversion, Agreeableness, Conscientiousness, Emotional Stability, and Intellect. The Big Five find their origin in psycho-lexical work in which the lexicon of a language is scanned for all words that can inform about personality traits. The Big Five factors have emerged most articulately in Indo-European languages in Europe and the United States, and weaker versions have appeared in non-Indo-European languages. The model is most functional and detailed in a format that integrates simple structure and circular representations. Such a format gives the Big Five system great accommodative potential, meaning that many or most of the concepts developed in approaches other than the Big Five can be located in that system, thus enhancing the communication about personality traits in the field. The Big Five model has been applied in virtually all disciplines of psychology, including clinical, social, organizational, and developmental psychology. In particular, the Big Five have been found useful in the field of learning and education where the factor Conscientiousness has been identified as a strong predictor of academic performance, but where other factors of the Big Five also have been demonstrated to play important roles, often in moderating or mediating sense. The Big Five model has faced a number of critical issues, one of which concerns the criteria of inclusion of trait-descriptive words from the lexicon. With relaxed criteria, allowing more than just dispositional trait words (e.g., trait words that are predominantly evaluative in nature), additional dimensions may emerge beyond the Big Five, mostly conveying features of morality. An important issue regards the cross-cultural applicability of trait-descriptive dimensions. With a cross-cultural emphasis, possibly no more than three factors, expressive of traits of Extraversion, Agreeableness, and Conscientiousness, make the best chance for claims of universality. For a good understanding of traits representing the remaining Big Five dimensions, and also dimensions that have sometimes been identified beyond the Big Five, it is not only important to specify their regional applicability, but also to articulate differences in research methodology.

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.

scholarly journals Prevalence of dysmenorrhoea, associated risk factors and its relationship with academic performance among graduating female university students in Ethiopia: a cross-sectional study

BMJ Open ◽  
2021 ◽  
Vol 11 (3) ◽  
pp. e043814
Author(s):  
Mesfin Tadese ◽  
Andargachew Kassa ◽  
Abebaw Abeje Muluneh ◽  
Girma Altaye
Keyword(s):  
Risk Factors ◽  
Academic Performance ◽  
University Students ◽  
Cross Sectional Study ◽  
Secondary Outcome ◽  
Sectional Study ◽  
Cross Sectional ◽  
Grade Point ◽  
Significant Difference ◽  
Associated Risk Factors

ObjectivesThe study aimed to provide an association between dysmenorrhoea and academic performance among university students in Ethiopia. Further, the study attempts to determine the prevalence and associated risk factors of dysmenorrhoea.Design and methodInstitution-based cross-sectional study was conducted from 1 April to 28 April 2019. A semistructured and pretested self-administered questionnaire was used to collect data. Binary logistic regression analysis and one-way analysis of variance were performed to model dysmenorrhoea and academic performance, respectively.Setting and participantsEthiopia (2019: n=647 female university students).OutcomesThe primary outcome is dysmenorrhoea, which has been defined as painful menses that prevents normal activity and requires medication. The self-reported cumulative grade point average of students was used as a proxy measure of academic performance, which is the secondary outcome.ResultsThe prevalence of dysmenorrhoea was 317 (51.5%). The educational status of father (adjusted OR (AOR) (95% CI) 2.64 (1.04 to 6.66)), chocolate consumption (AOR (95% CI) 3.39 (95% 1.28 to 8.93)), daily breakfast intake (<5 days/week) (AOR (95% CI) 0.63 (0.42 to 0.95)), irregular menstrual cycle AOR (95% CI) 2.34 (1.55 to 3.54)) and positive family history of dysmenorrhoea AOR (95% CI) 3.29 (2.25 to 4.81)) had statistically significant association with dysmenorrhoea. There was no statistically significant difference in academic performance among students with and without dysmenorrhoea (F (3611)=1.276, p=0.28)).ConclusionsDysmenorrhoea was a common health problem among graduating University students. However, it has no statistically significant impact on academic performance. Reproductive health officers should educate and undermine the negative academic consequences of dysmenorrhoea to reduce the physical and psychological stress that happens to females and their families.

Personality and Ideology

2021 ◽  
Author(s):  
Danny Osborne ◽  
Nicole Satherley ◽  
Chris G. Sibley
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Personality Trait ◽  
Negative Relationship ◽  
Big Five Personality Traits ◽  
Openness To Experience ◽  
Big Five Personality ◽  
Vast Literature ◽  
Political Conservatism ◽  
The Relationship

Research since the 1990s reveals that openness to experience—a personality trait that captures interest in novelty, creativity, unconventionalism, and open-mindedness—correlates negatively with political conservatism. This chapter summarizes this vast literature by meta-analyzing 232 unique samples (N = 575,691) that examine the relationship between the Big Five personality traits and conservatism. The results reveal that the negative relationship between openness to experience and conservatism (r = −.145) is nearly twice as big as the next strongest correlation between personality and ideology (namely, conscientiousness and conservatism; r = .076). The associations between personality traits and conservatism were, however, substantively larger in Western, educated, industrialized, rich, and democratic (WEIRD) countries than in non-WEIRD countries. The chapter concludes by reviewing recent longitudinal work demonstrating that openness to experience and conservatism are non-causally related. Collectively, the chapter shows that openness to experience is by far the strongest (negative) correlate of conservatism but that there is little evidence that this association is causal.

scholarly journals Evaluating the influence of anxiety and depression on academic performance in high school students

2021 ◽  
Author(s):  
Waleed Ahmed Shahzad
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Anxiety And Depression ◽  
Small Scale ◽  
School Students ◽  
Cross Sectional ◽  
Grade Point ◽  
Negative Effect ◽  
The Mean

The purpose of this study was to evaluate whether anxiety and depression have a negative effect on academic performance. This small-scale study assessed the relationship between these factors. A cross-sectional questionnaire survey was carried out. A randomized sample of 52 high school students based in various schools across Lahore participated in the survey. Of the participants, 32 were males and 20 were females. As a measure of anxiety and depression 14 questions from the DASS-21 were utilized (The 7 questions pertaining to the measure of stress were not included in this study). Based on the DASS-21 score obtained by the respondents they were classified under categories of normal, mild, moderate, severe and extremely severe levels of anxiety and depression. As a measure of academic performance, the Grade Point Average (GPA) of the students was obtained via the survey. The mean average GPA was calculated for all the students falling under the aforementioned categories pertaining to anxiety and depression separately and these averages were compared. It was found that the mean average GPA was highest in students falling under the categories of normal and mild levels of anxiety and depression. Whereas, mean average GPA was lower in students suffering from severe levels of anxiety and depression. These findings suggest the need to come up with methods to combat anxiety and depression in high school students as these factors impede academic performance.

scholarly journals Grit and chiropractic students' academic performance: a cross-sectional study

2020 ◽  
Author(s):  
Elina A. Pulkkinen ◽  
Pablo Perez de la Ossa
Keyword(s):  
Academic Performance ◽  
Grade Point Average ◽  
Cross Sectional Study ◽  
Dropping Out ◽  
Education Student ◽  
Students At Risk ◽  
Cross Sectional ◽  
Grade Point ◽  
Chiropractic Education ◽  
Chiropractic Students

Objective Previous investigations have studied the relationship between grit and academic performance, and it has been reported that grittier students perform better academically. The objectives of this study are to measure chiropractic students' grittiness and to explore the correlation between grit and academic performance. Methods We distributed the Short Grit Scale (Grit-S) questionnaire to chiropractic students in electronic form. We included questions about their previous grade point average and the number of times they had retaken examinations. We scored the overall Grit-S scale and the Consistency of Interest and Perseverance of Effort subscales. A 2-tailed t test and 1-way analysis of variance were used to determine differences between groups. Results The response rate was 87% (n = 110). The mean grit score (3.44 ± 0.60) was similar to the general population and slightly lower than other healthcare professionals. The students who had a grade point average between &lt;80% but less than 90% obtained significantly higher grit scores compared to those who had a grade point average &lt;60% but less than 70%. Similarly, students who had no examination retakes had higher grit scores compared to those who took 4 or more exam retakes. We observed these differences in the overall and subscales scores. No other group showed any difference. Conclusion The results of this research showed that the grittier students performed better academically than the less gritty students. Grit scores can potentially be used to identify the students at risk of failing or dropping out. The role and potential application of grit in chiropractic education, student support, and admission procedures should be further evaluated.

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.

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