scholarly journals Personality Traits in Relation to Academic Performance of Accountancy, Business and Management Strand Students

2018 ◽  
Vol 13 ◽  
Author(s):  
GYLLEVI PRYLLE BONGATO ◽  
EMMA RULONA
Keyword(s):  
Academic Performance ◽  
Personality Traits ◽  
Business And Management

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.

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.

scholarly journals Personality trait by intelligence interaction effects on grades tend to be synergistic

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Kimmo Sorjonen ◽  
Alma Sörberg Wallin ◽  
Daniel Falkstedt ◽  
Bo Melin
Keyword(s):  
High School ◽  
Academic Performance ◽  
Personality Traits ◽  
Personality Trait ◽  
Interaction Effect ◽  
Positive Association ◽  
Interaction Effects ◽  
Longitudinal Survey ◽  
Substantial Portion ◽  
High School Grades

Abstract Background Earlier research has identified both synergistic and compensatory personality traits by intelligence interaction effects on academic performance. Methods The present study employed data on intelligence, personality traits, and academic performance in the 1997 National Longitudinal Survey of Youth (NLSY97, N = 8984). Results Some intelligence by personality trait interaction effects, mainly involving indicators of dependability, on high school grades were identified. The interaction effects tended to be synergistic, meaning that the association between the trait and grades tended to strengthen with increased intelligence. A positive association between intelligence and the reliability in the measurement of a dependability composite score accounted for a substantial portion of the synergistic dependability by intelligence interaction effect on academic performance. Conclusions Personality trait by intelligence interaction effects on academic performance tend to be synergistic and may, at least to some degree, be due to a positive association between intelligence and reliability in the measurement of personality traits.

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