The Differences of Big-Five Personality Factors, Academic Adaptation, and Psychological Well-Being According to Grit Cluster Types in College Students

2020 ◽  
Vol 21 (1) ◽  
pp. 75-89
Author(s):  
Eun Hye Kim ◽  
◽  
Min-Jung Kim ◽  
Ji-Hye Kim
Keyword(s):  
College Students ◽  
Big Five ◽  
Well Being ◽  
Personality Factors ◽  
Big Five Personality ◽  
Psychological Well Being ◽  
Academic Adaptation ◽  
Big Five Personality Factors

scholarly journals Appreciation (Including Gratitude) and Affective Well-Being: Appreciation Predicts Positive and Negative Affect Above the Big Five Personality Factors and Demographics

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401881862 ◽  
Author(s):  
N. S. Fagley
Keyword(s):  
Negative Affect ◽  
Big Five ◽  
Online Survey ◽  
Well Being ◽  
Future Research ◽  
Personality Factors ◽  
Big Five Personality ◽  
Positive And Negative Affect ◽  
Big Five Traits ◽  
Big Five Personality Factors

This study investigated the relation between appreciation and positive and negative affect, controlling for gender, age, ethnicity, and Big Five personality factors. Appreciation consists of several aspects, including a focus on what one has (“have” focus), awe, gratitude, and interpersonal appreciation. Undergraduates ( N = 236) completed an online survey containing the Appreciation Scale, Positive and Negative Affect Scale (PANAS), and Big Five Inventory (BFI). The Big Five traits accounted for 38% and 43% of the variance in positive and negative affect, respectively, beyond demographics. Appreciation accounted for 9% ( p < .001) and 4.6% ( p < .05) of the variance in positive and negative affect, respectively, beyond demographics and the Big Five. The “have” focus aspect of appreciation, which represents noticing, focusing on, and valuing what one has, accounted for significant unique variance in both positive and negative affect. Gratitude did not. Future research is needed to determine how broadly these results generalize.

scholarly journals Emotional understanding as a predictor of socio-emotional functioning and school achievement in adolescence

Psihologija ◽  
2016 ◽  
Vol 49 (4) ◽  
pp. 357-374 ◽  
Author(s):  
Tamara Mohoric ◽  
Vladimir Taksic
Keyword(s):  
Big Five ◽  
Fluid Intelligence ◽  
School Achievement ◽  
Well Being ◽  
Personality Factors ◽  
Big Five Personality ◽  
Emotional Understanding ◽  
Big Five Personality Factors ◽  
Understanding Emotions ◽  
Better Than

The main goal of our research was to investigate whether the ability of emotional understanding can predict students? school achievement over and above fluid intelligence and the Big Five personality factors. A sample of 493 pupils (45% girls) participated in this study (Mage = 12.61, SD = 1.12). According to our results, girls were slightly better than boys in understanding emotions. Girls also had a slightly higher GPA than boys, and reported engaging in more altruistic and prosocial behavior than boys. As expected, boys reported more aggressive behaviors than girls. Understanding emotions had a weak but significant effect on the prediction of aggressive behavior. It also accounted for an additional 5% (for boys) and 9% (for girls) of the variance of GPA, after controlling for fluid intelligence and personality factors. A better understanding of emotions is important for academic achievement, as well as for well-being and adjustment in the educational environment.

Sign in / Sign up

Export Citation Format

Share Document