scholarly journals The Importance of Personality and Self-efficacy for Stress Management in Higher Education

2021 ◽  
Vol 10 (3) ◽  
pp. 247-270
Author(s):  
Héctor Galindo-Domínguez ◽  
María-José Bezanilla
Keyword(s):  
University Students ◽  
Personality Traits ◽  
Big Five ◽  
Self Efficacy ◽  
Openness To Experience ◽  
Academic Life ◽  
The Past ◽  
Big Five Model ◽  
Academic Self Efficacy ◽  
Better Than

The psychological implications of stress have become an issue of concern for university students around the world over the past decade. It is thought that the perception of stress varies depending on students' personality traits and their beliefs about being able to manage their academic life. To investigate this further, a study was conducted with a sample of 200 university students. The main findings of this study were: (1) All of the Big Five Model of personality traits significantly contribute to developing positive academic self-efficacy, with some of these being moderated by gender. Self-efficacy is characterised by agreeableness, conscientiousness, extraversion, emotionally stability and openness to experience. (2) People with high academic self-efficacy are able to take advantage of eustress and manage distress better than people with low academic self-efficacy. (3) There are some personality traits that contribute to distress and eustress. Specifically, people who are introverted and have low emotional stability and low openness to experience tend to suffer from distress more than people who do not have these traits. In contrast, conscientious people tend to experience eustress more than people without these characteristics. All these traits were mediated by self-efficacy, and in some cases were moderated by gender.

scholarly journals The Relationship between Personality Traits, Academic Self-Efficacy and Academic Adaptation among University Students in Jordan

2020 ◽  
Vol 9 (3) ◽  
pp. 120
Author(s):  
Mohammed H. Abood ◽  
Bassam H. Alharbi ◽  
Fatin Mhaidat ◽  
Ahmad M. Gazo
Keyword(s):  
University Students ◽  
Personality Traits ◽  
Self Efficacy ◽  
Five Factor Model ◽  
Openness To Experience ◽  
Personality Factors ◽  
Big Five Personality ◽  
Academic Adaptation ◽  
The Relationship ◽  
Academic Self Efficacy

The current study investigates the relationship between personality traits according to the big five personality factors model, academic self-efficacy and academic adaptation among Hashemite University students in light of gender and specialization. The purposive sample consisted of 546 under graduated students, 258 males and 306 females. Three scales are used: the Five Factor Model (FFM), for academic self-efficacy and for academic adaption. The results show statistically significant differences in the average of participants’ degrees attributed to efficacy and academic adaption in favor of females and scientific specializations. They also show that agreeableness, conscientiousness, openness to experience, extroversion and neuroticism are most common among university students, with a statistically significant positive correlation between extroversion, openness to experience, academic self-efficacy and academic adaption and a negative correlation between neuroticism, conscientiousness, academic self-efficacy and academic adaption. No correlation was found between agreeableness and these two variables.

scholarly journals A model explaining academic procrastination behavior

2014 ◽  
Vol 4 (3) ◽  
pp. 51-72 ◽  
Author(s):  
Mehmet Kandemir
Keyword(s):  
University Students ◽  
Personality Traits ◽  
Self Efficacy ◽  
Self Esteem ◽  
Goal Orientations ◽  
Academic Procrastination ◽  
Effect Relationship ◽  
Efficacy Belief ◽  
Cause And Effect ◽  
Academic Self Efficacy

The present study aims at examining the extent, to which personality traits, goal orientations, academic self-efficacy belief and self-esteem explain the academic procrastination behaviors of university students within the framework of a mode. To this end, a model was created and a model test was performed in order to determine the direct and indirect effects of the research variables within the compass of a cause and effect relationship. In the present research in which a causative comparative pattern was used, the research group consists of 630 university students in total from different grades, 406 of whom are female and 224 of whom are male. In the data collection phase of the present research," Aitken Academic Procrastination Scale", "Adjective Based Personality Test", "Multidimensional Perfectionism Scale", "Achievement Goals Scale", "Rosenberg Self Esteem Scale" and "Academic Self Efficacy Scale" were used. It was found that the academic procrastination behaviors of university students are directly and indirectly related to personality traits, success orientation, academic self efficacy belief and self esteem within the framework of a cause and effect relationship

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 and entrepreneurial intentions

2014 ◽  
Vol 11 (2) ◽  
pp. 46
Author(s):  
Rahman Sadeghi Javan
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Openness To Experience ◽  
Entrepreneurial Intentions ◽  
Statistical Population ◽  
Five Dimensions ◽  
Self Confidence ◽  
Big Five Model ◽  
Watson Test ◽  
The Impact

This study investigates the impact of personality traits on intention to start an entrepreneurship. In order to examine personality traits, the big five model was used. The big five model consists of five dimensions: extroversion, agreeableness, conscientiousness, emotional stability, and openness to experience. Entrepreneurship consists of six dimensions: hardworking, risk-taking, self-confidence, creativity, flexibility, and tolerance of ambiguity. In order to collect data, a 47 items questionnaire was designed. Statistical population was university of Isfahan’s personnel, and sample size was 160 personnel and were selected based on the available sampling method. In order to analyse data,descriptive statistic, inferential statistics, ENTER method, and Durbin-Watson test has been used. To measure stability of questionnaires’ items, Cronbach's alpha was calculated for each variable separately. The results of this article indicate that personality traits have an impact on the tendency to entrepreneurship. Based on these results, between all personality traits, agreeableness, conscientiousness, neuroticism, and openness to experience have impacts on the tendency to entrepreneurship and these factors could explain 0/533 of entrepreneurship regression. Durbin- Watson test results also indicate that there is no selfcorrelation between independent variables. Finally, empirical suggestions have been offered for human resources managers and related professionals.

scholarly journals The Influence of Intelligence and Personality on the Use of Soft Skills in Research Projects among Final Year University Students: A Case Study

10.28945/3232 ◽  
2008 ◽  
Author(s):  
Mahendrenath Motah
Keyword(s):  
Emotional Intelligence ◽  
University Students ◽  
Personality Traits ◽  
Multiple Intelligences ◽  
Big Five ◽  
Soft Skills ◽  
Research Projects ◽  
Big Five Model ◽  
The Impact

The paper examines the moderating influence of the “Big Five” model of personality, emotional intelligence, and the impact of multiple intelligences, on the use of soft skills among final year students. The present work investigates the variables which affect students in the elaboration of their research projects during their final year of study. 187students reading for their final years were asked to fill out questionnaires comprising questions on the personality traits as proposed in the Big Five model and on Multiple Intelligences. This study provides information about how young students use soft skills in their work, and how multiple intelligences and their personality influence the preparation and presentation of their final year project.

Effects of Personality Traits, Social Support and Self-Efficacy on Predicting University Adjustment

2021 ◽  
pp. 002205742110250
Author(s):  
Evren Erzen ◽  
Nilufer Ozabaci
Keyword(s):  
Social Support ◽  
University Students ◽  
Personality Traits ◽  
Self Efficacy ◽  
Academic Adjustment ◽  
University Adjustment ◽  
Low Levels ◽  
The Relationship ◽  
Academic Self Efficacy

The current study examined the relationship between personality traits, social support perceptions, academic self-efficacy and the adjustment to university. Participants were 992 university students (615 [62%] female, 377 [38%]) male. Results showed that social support, conscientiousness, extraversion and at low levels agreeableness predicted friendship adjustment, while academic self-efficacy and conscientiousness predicted academic adjustment. Academic self-efficacy, social support, conscientiousness, agreeableness, and openness traits were determined to affect prediction of general adjustment to university. The significance and limitations of the results are discussed.

scholarly journals LA RELACIÓN ENTRE LA INTELIGENCIA EMOCIONAL Y LA PERSONALIDAD EN ESTUDIANTES DE EDUCACIÓN SECUNDARIA

2017 ◽  
Vol 2 (1) ◽  
pp. 137 ◽  
Author(s):  
Ana Parodi Úbeda ◽  
Víctor Belmonte Lillo ◽  
Carmen Ferrándiz García ◽  
María José Ruiz Melero
Keyword(s):  
Emotional Intelligence ◽  
Secondary Education ◽  
Personality Traits ◽  
Big Five ◽  
Self Efficacy ◽  
Emotional Competence ◽  
Significant Relationships ◽  
Big Five Model ◽  
Close Relationship ◽  
Construct Theory

Abstract.THE RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE AND PERSONALITY IN SECONDARY EDUCATION STUDENTSThe research focuses on the relationships between personality, from the Big Five model (Caprara, Barbaranelli & Borgogni, 1993), and Self-perceived Emotional Intelligence (IEA) in secondary education (ESO) students. The sample consisted of a total of 670 adolescents between the ages of 12 and 16 (M = 13.86; DT = 1232). The IEA agglutinates the models designated mixed: the Socio-emotional Competence (BarOn& Parker, 2000) valued by the EQ-i: YV; And Emotional Self-Efficacy (Petrides, Sangareau, Furnham& Frederickson, 2006) as measured by TEIQue-ASF. Personality traits were assessed using BFQ-NA (Spanish adaptation of Del Barrio, Carrasco &Holgado, 2006). Our results evidence the close relationship between Emotional Self-efficacy and personality traits of the Big Five model, in line with the construct theory that indicates that this type of emotional intelligence is composed of an array of emotional traits and abilities, Lower personality structure. Likewise, significant relationships between the Socio-Emotional Competence model and the features of the Big Five model are found.Keywords: Socio-emotional competence, personality, Self-perceived Emotional IntelligenceResumen.La investigación se centra en analizar las relaciones entre personalidad, desde el modelo Big Five (Caprara, Barbaranelli & Borgogni, 1993), y la Inteligencia Emocional Autopercibida (IEA) en alumnado de Educación Secundaria Obligatoria (ESO). La muestra estuvo compuesta por un total de 670 adolescentes con edades comprendidas entre los 12 y los 16 años (M=13.86; DT=1.232). La IEA aglutina los modelos denominados mixtos: la Competencia Socioemocional (BarOn & Parker, 2000) valorada mediante el EQ-i:YV; y la Autoeficacia Emocional (Petrides, Sangareau, Furnham & Frederickson, 2006) medida con el TEIQue-ASF. Los rasgos de personalidad se evaluaron mediante BFQ-NA (adaptación española de Del Barrio, Carrasco & Holgado, 2006). Nuestros resultados evidencian la estrecha relación entre la Autoeficacia Emocional y los rasgos de personalidad del modelo de Cinco Grandes, en consonancia con la teoría del constructo que indica que este tipo inteligencia emocional se compone de una disposición de rasgos y habilidades emocionales, situadas en los niveles más bajos de la estructura de la personalidad. Asimismo, se constatan relaciones significativas entre el modelo de Competencia Socio-emocionaly los rasgos del modelo de los Cinco Grandes.Palabras clave: Competencia socio-emocional, personalidad, Inteligencia Emocional Autopercibida

An expedition in search of a fifth universal factor: Key issues in the lexical approach

1994 ◽  
Vol 8 (4) ◽  
pp. 229-250 ◽  
Author(s):  
Boele De Raad
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Openness To Experience ◽  
Cross Cultural ◽  
Big Five Model ◽  
Key Issues ◽  
Cultural Affirmation ◽  
Lexical Approach ◽  
Implicit Definitions

It is argued that the fifth factor of the Big Five Model of personality traits cannot yet claim universal status. In order to identify a fifth factor within the lexical approach it is necessary to make full use of the potentialities of the psycholexical principles. Several flaws in the lexical enterprise are discussed, both regarding the theoretical delineation of traits and the operational—dictionary‐related—identification of trait descriptors. Hitherto largely implicit definitions of traits should be made explicit, and agreement should be reached about the theoretical width of the trait domain. Also, in order to obtain cross‐culturally comparable results, the procedural steps in the lexical search for trait terms should follow an agreed‐upon standard. None of the nominated fifth factors, for instance, Culture, Intellect, or Openness to Experience, has both proceeded from the lexical method and received unquestionable cross‐cultural affirmation.

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