scholarly journals Personality Traits, Learning and Academic Achievements

2015 ◽  
Vol 4 (4) ◽  
pp. 91 ◽  
Author(s):  
Mikael Jensen
Keyword(s):  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Personality Traits ◽  
Five Factor Model ◽  
Learning Goals ◽  
General Knowledge ◽  
Deep Approach ◽  
Grade Point ◽  
Approach To Learning ◽  
Deep Approach To Learning

<p>There has been an increased interest in personality traits (especially the five-factor model) in relation to education and learning over the last decade. Previous studies have shown a relation between personality traits and learning, and between personality traits and academic achievement. The latter is typically described in terms of Grade Point Average (GPA). This review paper gives an overview, based on previous research, of highly relevant factors that might explain the relation between personality traits and learning on the one hand and the relation between personality traits and academic achievement on the other hand. Motivation, goals and approaches to learning are important factors that are associated with some personality traits. Two conclusions can be made from this review: (1) intrinsic motivation, a deep approach to learning and learning goals are associated with general knowledge and good test results, all linked together by the openness trait; (2) extrinsic (in combination with intrinsic) motivation, an achieving (in combination with deep) approach to learning and performance goals (in combination with learning goals) are associated with high grades in general linked together by the conscientiousness trait. Openness is associated with learning and general knowledge while conscientiousness is associated with academic achievement.</p>

Personality and approaches to learning as predictors of academic achievement

2003 ◽  
Vol 17 (2) ◽  
pp. 143-155 ◽  
Author(s):  
Åge Diseth
Keyword(s):  
Academic Achievement ◽  
Approaches To Learning ◽  
Significant Negative Correlation ◽  
Personality Factors ◽  
Separate Analysis ◽  
Deep Approach ◽  
Approach To Learning ◽  
Study Results ◽  
Deep Approach To Learning ◽  
The Relationship

The relationship between personality, approaches to learning, and academic achievement was investigated. Two different undergraduate student samples, totalling 310 students, participated in the study. Results showed the expected significant correlations between the personality factors of openness, neuroticism, and conscientiousness, on the one hand, and deep, surface, and strategic approaches to learning, on the other. A significant negative correlation between surface approach and achievement was observed in sample 1. In sample 2, achievement was positively correlated with neuroticism, openness, and deep approach, and negatively correlated with agreeableness. Path analysis showed that each approach to learning was predicted by multiple personality traits, and that academic achievement was predicted by approaches to learning. A separate analysis showed that the relationship between openness and achievement was mediated by a deep approach to learning. Copyright © 2002 John Wiley & Sons, Ltd.

scholarly journals Textbook Use and Learning: A North American Perspective

2012 ◽  
Vol 11 (1) ◽  
pp. 87-98 ◽  
Author(s):  
Regan A.R. Gurung ◽  
R. Eric Landrum ◽  
David B. Daniel
Keyword(s):  
Student Perceptions ◽  
Self Report ◽  
Future Research ◽  
Deep Approach ◽  
Grade Point ◽  
Approach To Learning ◽  
Textbook Use ◽  
Performance Grade ◽  
American Perspective ◽  
Deep Approach To Learning

Eight hundred and ninety students at 35 US institutions of higher education participated in a comprehensive study of textbook use and its relation to ratings of textbook quality and helpfulness, a student self-report of learning, student self-report of their deep approach to learning, student perceptions of instructors, and a measure of quiz performance. Intercorrelations between key measures revealed surprising relationships about the influence of these variables on self-reported learning and quiz performance. An analysis of textbook differences revealed some significant differences between the books in terms of quality and helpfulness as well as self-reported learning, but not on quiz performance. The authors identified significant predictors of self-reported learning (deep approach and student perceptions of instructor) and quiz performance (grade point average and textbook helpfulness). These results highlight the complexity of examining student learning and suggest some important variables and problems for future research especially the need for a valid, reliable, measure of learning.

scholarly journals First steps in the physician-scientist pipeline: a longitudinal study to examine the effects of an undergraduate extracurricular research programme

BMJ Open ◽  
2021 ◽  
Vol 11 (9) ◽  
pp. e048550
Author(s):  
Belinda W C Ommering ◽  
Floris M van Blankenstein ◽  
Friedo W Dekker
Keyword(s):  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Self Efficacy ◽  
Medical Training ◽  
Controlled Trial ◽  
Motivational Factors ◽  
Control Group ◽  
Grade Point ◽  
Research Engagement ◽  
Physician Scientist

ObjectivesMedicine is facing a physician-scientist shortage. By offering extracurricular research programmes (ERPs), the physician-scientist training pipeline could already start in undergraduate phases of medical training. However, previous studies into the effects of ERPs are mainly retrospective and lack baseline measurements and control groups. Therefore, the current study mimics a randomised controlled trial to examine the effects of an ERP.DesignProspective cohort study with baseline measurement and comparable control group.SettingOne cohort of 315 medical undergraduates in one Dutch University Medical Center are surveyed yearly. To examine the effects of the ERP on academic achievement and motivational factors, regression analyses were used to compare ERP students to students showing ERP-interest only, adjusted for relevant baseline scores.ParticipantsOut of the 315 students of the whole cohort, 56 participated within the ERP and are thus included. These ERP students are compared with 38 students showing ERP-interest only (ie, control group).Primary outcome measureAcademic achievement after 2 years (ie, in-time bachelor completion, bachelor grade point average (GPA)) and motivational factors after 18 months (ie, intrinsic motivation for research, research self-efficacy, perceptions of research, curiosity).ResultsERP participation is related to a higher odds of obtaining a bachelor degree in the appointed amount of time (adjusted OR=2.95, 95% CI 0.83 to 10.52). Furthermore, starting the ERP resulted in higher levels of intrinsic motivation for research, also after adjusting for gender, age, first-year GPA and motivational baseline scores (β=0.33, 95% CI 0.04 to 0.63). No effect was found on research self-efficacy beliefs, perceptions of research and curiosity.ConclusionsPrevious research suggested that intrinsic motivation is related to short-term and long-term research engagement. As our findings indicate that starting the ERP is related to increased levels of intrinsic motivation for research, ERPs for undergraduates could be seen as an important first step in the physician-scientist pipeline.

Improving simulation-based learning of a practical skill in nursing education

2020 ◽  
Vol 17 (1) ◽  
pp. 36-50
Author(s):  
Monika Ravik
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Ways Of Knowing ◽  
Skill Learning ◽  
Practical Nursing ◽  
Deep Approach ◽  
Peripheral Vein ◽  
Approach To Learning ◽  
Vein Cannulation ◽  
Deep Approach To Learning

ABSTRACTBackground: Many newly qualified nurses lack competence in practical nursing skills. Peripheral vein cannulation is particularly challenging to learn and perform. Skill learning is often developed from a reproduction and memorizing of knowledge and guidelines. Learning peripheral vein cannulation associated with successful placement require a more thorough and deeper approach to learning.Framework: Marton and Saljö’s ways of knowing, a surface and a deep approach to learning can be used during peripheral vein cannulation learning to guide development and competence in this practical nursing skill.Aim: The aim of this theoretical article was to provide knowledge and understanding about two approaches to skill learning, a surface and a deep, and how they can contribute to learning of peripheral vein cannulation.Conclusion: Nursing students learning of peripheral vein cannulation influence pedagogy choice by supervisors. Contextual factors, such as supervisors, influences learning opportunities and development of PVC competence.Key words: vein cannulation, nursing education, learning, surface approach to learning, deep approach to learning.

scholarly journals Calculus Self-Efficacy Inventory: Its Development and Relationship with Approaches to learning

2019 ◽  
Vol 9 (3) ◽  
pp. 170 ◽  
Author(s):  
Yusuf F. Zakariya ◽  
Simon Goodchild ◽  
Kirsten Bjørkestøl ◽  
Hans K. Nilsen
Keyword(s):  
Self Efficacy ◽  
Quantitative Research ◽  
Approaches To Learning ◽  
Deep Approach ◽  
Surface Approach ◽  
Approach To Learning ◽  
Economics Students ◽  
Exploratory Factor Analyses ◽  
Deep Approach To Learning ◽  
Surface Approach To Learning

This study was framed within a quantitative research methodology to develop a concise measure of calculus self-efficacy with high psychometric properties. A survey research design was adopted in which 234 engineering and economics students rated their confidence in solving year-one calculus tasks on a 15-item inventory. The results of a series of exploratory factor analyses using minimum rank factor analysis for factor extraction, oblique promin rotation, and parallel analysis for retaining extracted factors revealed a one-factor solution of the model. The final 13-item inventory was unidimensional with all eigenvalues greater than 0.42, an average communality of 0.74, and a 62.55% variance of the items being accounted for by the latent factor, i.e., calculus self-efficacy. The inventory was found to be reliable with an ordinal coefficient alpha of 0.90. Using Spearman’ rank coefficient, a significant positive correlation ρ ( 95 ) =   0.27 ,   p <   0.05 (2-tailed) was found between the deep approach to learning and calculus self-efficacy, and a negative correlation ρ ( 95 ) =   − 0.26 ,   p <   0.05 (2-tailed) was found between the surface approach to learning and calculus self-efficacy. These suggest that students who adopt the deep approach to learning are confident in dealing with calculus exam problems while those who adopt the surface approach to learning are less confident in solving calculus exam problems.

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.

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