scholarly journals Exploring the Effect of Gender and Personality Characteristics on Educational Performance

2020 ◽  
Vol 10 (5) ◽  
pp. 99
Author(s):  
Elizabeth I. Olowookere ◽  
Dare O. Omonijo ◽  
Jonathan A. Odukoya ◽  
Michael C. Anyaegbunam
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Private University ◽  
Female Students ◽  
Personality Characteristics ◽  
Personality Factors ◽  
Big Five Personality ◽  
Large Sample Size ◽  
Ogun State ◽  
The Subject

This study was an update on gender differences, personality characteristics and academic performance carried out among students at a private University in Ogun State, Nigeria. The present study intends to validate the findings of the previous study with further review of literature on the subject matter. The result of the study showed that male and female students are different with regards to academic performance but not in personality traits. Also, conscientiousness (r=.272, p<.01) was found to be positively related to academic performance while neuroticism (r=-.170, p<.05) negatively correlated with academic performance. Furthermore, the other Big five personality factors did not have any significant relationship with academic performance: extraversion (r= -.027, p>.05), agreeableness (r= .057, p>.05) and openness to experience (r= -.018, p>.05). These personality factors jointly influenced changes in academic performance [F (5,195) = 3.897, p<.01]. The present study found a consensus in gender differences in academic performance with females outperforming the males. Also, studies agree that females are higher in agreeableness and neuroticism but not significantly different in conscientiousness when compared with males. This study concluded that conscientiousness trait had a significant effect on students’ academic performance; and that female students academically performed better than their male counterparts. Consequently, it was recommended that further studies be conducted to ascertain gender differences in personality characteristics using a very large sample size.

scholarly journals Personality Characteristics of Dental Students in Relation to their Academic Performance

2012 ◽  
Vol 1 (1) ◽  
pp. 1-7
Author(s):  
Afroza Hoque ◽  
Iffat Ara ◽  
Humayun Kabir Talukder ◽  
Sakhawat Hossain ◽  
Abu Rushid Md Mashrur ◽  
...  
Keyword(s):  
Academic Performance ◽  
Big Five ◽  
Sampling Technique ◽  
Dental Students ◽  
Personality Characteristics ◽  
Dental Student ◽  
Personality Factors ◽  
Big Five Personality ◽  
Cross Sectional ◽  
The One

This cross sectional descriptive study was carried out to explore the relationship between the personality variables and academic performance of dental student. The study population was dental students. Study was carried out at one government and three non-government dental colleges. Sample size was 200 and sampling technique was purposive. Data was collected by self administered structured questionnaire. Academic performance data for each respondent were collected throughout the one academic year (2nd year) in dental students’ files. It was measured by two term examination marks of four subjects based on 1 hour 30 minutes written exams. Personality of dental student was assessed through the Big Five Inventory (BFI). This well-established questionnaire was a 44-item measure of the Big Five personality factors: Extraversion, Agreeableness, Conscientiousness, Neuroticism, and Openness. The self administered items involve questions about typical behaviours or reactions, which was answered on a five-point Likert scale. This study revealed that there was no statistically significant relationship between student’s personality characteristics and academic performance of dental students. Extraversion, neuroticism and openness had negative correlation with academic performance though it was not statistically significant. So, for better performance afore mention factors should be minimized as much as possible.DOI: http://dx.doi.org/10.3329/bjme.v1i1.12852 Bangladesh Journal of Medical Education Vol.1(1) 2010 pp.1-7

Personality Attributions Based on Speech Samples of Children with Repaired Cleft Palates

1997 ◽  
Vol 34 (5) ◽  
pp. 385-389 ◽  
Author(s):  
Leigh A. Berry ◽  
Peter D. Witt ◽  
Jeffery L. Marsh ◽  
Thomas K. Pilgram ◽  
Rebecca A. Eder
Keyword(s):  
Private School ◽  
Control Sample ◽  
Random Order ◽  
Personality Characteristics ◽  
Personality Factors ◽  
Big Five Personality ◽  
Group Setting ◽  
Two Factors ◽  
Caucasian Students ◽  
Big Five Personality Factors

Objective: This study examined whether or not assumptions made about personality characteristics based on speech samples differed for children with repaired cleft palates (CP) versus unaffected children. Design: Audiotapes of speech samples were presented in random order to blind raters. Patients/Participants: The subjects were 20 children (10 females, 10 males) with repaired CP and 16 control (i.e., unaffected) children (8 females, 8 males). All children were 8 to 12 years of age, Caucasian, living in the St. Louis area, and lower-middle to upper-middle class. The raters were 20 (13 females, 7 males) 6th grade Caucasian students who attend a private school in the area. Setting: Raters heard tapes in a group setting, but with individual headphones, in their school's cafeteria. Main Outcome Measure: Each speech sample was rated (7-point Likert scale) by each student rater on a variety of personality characteristics based on the “Big Five” personality factors. Results: A factor analysis of the items revealed a two-factor solution, although the factors were highly negatively correlated. No significant differences were found between ratings for the CP sample and the control sample for either factor scale (ANOVA, p = .93; p = .67). Similarly, when the two factors were combined to form a single factor, no significant differences were found between the ratings for the CP sample and the control sample (ANOVA, p = .79). Conclusions: Overall, it does not appear that children differentially associated personality characteristics based on speech to children with repaired CP versus unaffected children, in the absence of visual input.

Facebook Use, Personality Characteristics and Academic Performance

2019 ◽  
Vol 14 (2) ◽  
pp. 1-14
Author(s):  
Georgia Sapsani ◽  
Nikolaos Tselios
Keyword(s):  
Academic Performance ◽  
Student Engagement ◽  
Negative Relationship ◽  
Personality Characteristics ◽  
Big Five Personality ◽  
Education Students ◽  
Study Results ◽  
Use Of Social Media ◽  
Relationship Of ◽  
The Relationship

The present article examines the relationship between student personality, use of social media and their academic performance and engagement. Specifically, this article examines the relationship of students' Facebook (FB) use and personality characteristics using the Big Five Personality Test. This is focused on (a) student engagement; (b) time spent preparing for class; (c) time spent in co-curricular activities; and (d) academic performance. 204 higher education students participated in the study. Results illustrate that FB time was significantly positively correlated to student engagement and time spent preparing for class. Sharing links activity was positively correlated with student engagement and playing FB games with time spent preparing for class. However, sending private messages and status updates were significantly negatively correlated with student engagement and time spent preparing for class. Also, viewing videos was negatively correlated with time spent in co-curricular activities. Chatting on FB and viewing photos found to be the most popular activities. Moreover, students' extraversion, conscientiousness, openness to experience were positively correlated to student engagement. In addition, extraversion had a positive relationship with time spent in co-curricular activities, although agreeableness had a negative relationship. Implications of the study for the instructors and the students are also discussed.

EXPLORING THE ANTECEDENTS OF SOCIAL NETWORK USAGE ON ACADEMIC PERFORMANCE–A COMBINED GP-TOPSIS APPROACH

2015 ◽  
Vol 78 (1) ◽  
Author(s):  
Arun Kumar Sangaiah ◽  
Xiao Zhi Gao ◽  
Ajith Abraham
Keyword(s):  
Academic Performance ◽  
Social Network ◽  
University Students ◽  
Fuzzy Topsis ◽  
Personality Factors ◽  
Big Five Personality ◽  
Numerical Illustration ◽  
Network Usage ◽  
Topsis Approach

The present study is focused with two objectives: (1) to explore the influence of big-five personality factors (extraversion, neuroticism, agreeableness, openness to experience, and conscientiousness) towards social network site (SNS) usage among Asian university students, and (2) to analyze the mediating roles of personality, cultural and technology factors,  in the relationship between SNS usage on academic performance. Moreover, assessment framework for the integration of personality, cultural and technology factors for the effectiveness of SNS usage on academic performance has not been adequately presented in the available literature. For measuring the effects of SNS usage on academic performance, we have integrated Fuzzy Multi-Criteria Decision Making (FMCDM) Approaches: (a) Fuzzy Technique for Order Performance by Similarity to Ideal Solution (TOPSIS) and (b) Goal Programming (GP) approach. Further, the hybridization of fuzzy TOPSIS and GP has addressed only in very few studies. Based on this context we have integrated fuzzy TOPSIS and GP approach for evaluating SNS usage on academic performance from the perspective of university students in India. The hybrid GP-TOPSIS methodology has been employed in a real case study among VIT university students in India. A numerical illustration for SNS usage on academic performance is also given to demonstrate the application of hybrid MCDM approach. 

Development and Validation of the Psychological Maturity Assessment Scale (PSYMAS)

2013 ◽  
Vol 29 (1) ◽  
pp. 12-18 ◽  
Author(s):  
Fabia Morales-Vives ◽  
Elisa Camps ◽  
Urbano Lorenzo-Seva
Keyword(s):  
Big Five ◽  
Discriminant Validity ◽  
Personality Factors ◽  
Big Five Personality ◽  
Factorial Structure ◽  
Convergent And Discriminant Validity ◽  
Psychological Maturity ◽  
The Subject ◽  
Big Five Personality Factors ◽  
Development And Validation

This research developed a new test in Spanish to assess psychological maturity in adolescents, called PSYMAS and consisting of the subscales work orientation, identity, and autonomy. PSYMAS was administered to 669 students between 15 and 18 years. The results showed that the factorial structure of the test is acceptable, and that, in addition to subscale scores, total scores can be calculated to measure the overall psychological maturity of the subject. The convergent and discriminant validity of the test was also assessed based on a comparison with the Big Five personality factors. The results indicated that the test does in fact allow prediction of results in relation to personality traits.

Personality and gender differences in revealed risk preference: evidence from Ghana

2019 ◽  
Vol 46 (5) ◽  
pp. 631-647 ◽  
Author(s):  
Priscilla Twumasi Baffour ◽  
Ibrahim Mohammed ◽  
Wassiuw Abdul Rahaman
Keyword(s):  
Gender Differences ◽  
Risk Aversion ◽  
Personality Traits ◽  
Analytical Techniques ◽  
Developed Countries ◽  
Personality Factors ◽  
Big Five Personality ◽  
Risk Averse ◽  
Content Type ◽  
And Gender

Purpose The purpose of this paper is to investigate gender differences in risk aversion and determine the effect of personality traits on risk aversion from an African country context. Design/methodology/approach The study combined both descriptive and analytical designs, and employed t-test, Pearson’s χ2 and binary logistic regression as the main analytical techniques. Data for the analysis were obtained from the World Bank’s Skills toward Employment and Productivity survey on Ghana. Findings Results of the study revealed systematic differences in personality and gender and their associations with risk aversion. Specifically, women were found to be more risk averse than men. Differences in personality also showed that females reported higher levels of personality in all but one of the Big Five personality traits – extraversion. In addition to gender, age and education, the personality traits of conscientiousness and stability were the main predictors of the likelihood of being risk averse. Although personality differences existed between male and female, the interaction terms between gender and personality factors were not statistically significant. Originality/value The paper departs from the extant literature on developed countries and western cultures to add to the understanding on how individual differences account for variation in revealed risk preferences.

scholarly journals Gender Differences in the Academic Performance of Students

2017 ◽  
Vol 3 (1) ◽  
pp. 39-47
Author(s):  
Mankumari Parajuli ◽  
Ajay Thapa
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Public Schools ◽  
Private Schools ◽  
Family Environment ◽  
School Environment ◽  
Female Students ◽  
Task Completion ◽  
Public And Private ◽  
Structured Questionnaire

This study aimed to examine gender differences in the academic performance of students. The data were collected from 240 students who passed the district level standard exam of grade eight in 2016 and were studying in grade nine in public and private schools in Lekhnath Municipality, Kaski, Nepal. The data on the characteristics of students, their parents, students’ behavior, perceptions, family environment, school environment were collected from the students, and their parents, and teachers using a structured questionnaire. The data on student’s results and divisions scored by students as measures of academic performance of the students were obtained from the District Education Office (DEO) of Kaski. The study found significant gender differences in the academic performance of students. The female students were found outperforming their male counterparts. The study also revealed that a large majority of the students scored first division or higher with relatively an outstanding performance by private schools compared to public schools. The students of private schools seem to perform better in task completion, attendance and assertiveness as well.

Gender Differences in Personality Traits in Relation to Academic Performance

2021 ◽  
pp. 124-137
Author(s):  
Dur Khan
Keyword(s):  
Gender Differences ◽  
Academic Performance ◽  
Personality Traits ◽  
Sample Size ◽  
Emotional Stability ◽  
Female Students ◽  
The Other ◽  
Male Students ◽  
Primary Study ◽  
The Impact

The study attempted to explore the impact of personality traits on academic performance with regards to gender differences. A primary study was conducted on a sample size of 666 students (453 males and 213 females). Using Mann-Whitney analysis, it was found that different personality traits impact the academic performance of students for both boys and girls. Extraversion, Conscientiousness Agreeableness and Emotional Stability were found to influence the academic performance of male students. On the other hand, Openness influenced the academic performance of female students. Conscientiousness was the only trait to influence the academic performance of both male as well as female students.

scholarly journals Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths

2021 ◽  
Vol 13 (15) ◽  
pp. 8220
Author(s):  
Jose Antonio Prieto-Saborit ◽  
David Méndez-Alonso ◽  
Jose Antonio Cecchini ◽  
Ana Fernández-Viciana ◽  
Jose Ramón Bahamonde-Nava
Keyword(s):  
Gender Differences ◽  
Sustainable Development ◽  
Academic Performance ◽  
Cooperative Learning ◽  
Gender Equity ◽  
Gender Gap ◽  
Critical Value ◽  
The Subject ◽  
Math Grades ◽  
And Gender

Education and gender equity are of high priority in the list of objectives when looking to achieve sustainable development; however, various studies have analysed that these objectives are far from being reached. The goal of this paper was to investigate the influence that cooperative learning has on academic performance and on the gender gap in the subject of Maths. A total of 14,122 students between the ages of 10 and 19 took part in the study. The hypothesis posed was that gender differences observed in Maths would significantly be reduced in those classrooms in which cooperative learning had a higher degree of implementation. In the results, the analysis of the regression of means and gradients showed that gender predicts Maths results in a positive manner (estimated beta = 0.12, p < 0.01) and interacts with cooperative learning by taking a negative value (−0.26) and with an associated critical value less than 0.05. In other words, the relation between cooperative learning and Math grades is significantly higher in males than in females. However, females achieve better marks, which generates a certain relation of equity. These results prove that cooperative learning can reduce gender differences in the learning of Maths.

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