The impact of personality in the selection of teacher students: Is there more to it than the Big Five?

The bandwidth-fidelity dilemma is a controversially discussed problem in personality measurement. In this study, we contrasted the utility of broad versus narrow personality traits in an admission exam for teacher students. We compared the Big Five and narrow personality constructs (social-communicative behavior, achievement behavior, health and recreation behavior), which were part of an assessment battery for teacher student selection (N = 1120), regarding overlap and predictive validity. As criterion variables, academic satisfaction (N = 184) and GPA (N = 680) were assessed later. Reasonableness of including both questionnaires in one assessment may be questioned in terms of overlap of the personality inventories. Results show that health and recreation behavior cannot be covered by the Big Five in a selection procedure. Empirically, both broad and narrow traits show predictive validity for academic success and satisfaction.

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The Role of Personality in Predicting (Change in) Students’ Academic Success Across Four Years of Secondary School

European Journal of Psychological Assessment ◽

10.1027/1015-5759/a000330 ◽

2016 ◽

Vol 32 (1) ◽

pp. 95-103 ◽

Cited By ~ 12

Author(s):

Marion Spengler ◽

Martin Brunner ◽

Romain Martin ◽

Oliver Lüdtke

Keyword(s):

Academic Success ◽

Predictive Validity ◽

Big Five ◽

Educational Outcomes ◽

International Student ◽

Longitudinal Research ◽

Student Assessment ◽

Big Five Personality ◽

International Student Assessment ◽

Incremental Predictive Validity

Abstract. Little longitudinal research has addressed the question of whether the Big Five personality traits (i.e., O, C, E, A, N) predict educational outcomes and whether the Big Five provide incremental predictive validity for educational outcomes when prior achievement, intelligence, and academic self-concept are controlled for. Also, little is known about whether noncognitive factors are related to change in academic success, especially grades, after controlling for its stability. To address these research questions, we used data from the Luxembourg longitudinal extension of the 2009 cycle of the Program for International Student Assessment (PISA). We included data from two student cohorts that were followed across 4 years: The first cohort was in ninth grade when they participated in PISA (N = 240); the second cohort in 10th grade (N = 276). Correlational results showed that Conscientiousness and Openness were substantially related to subject-specific grades in Mathematics, French, and German across several school years. There was evidence for incremental predictive validity beyond intelligence and academic self-concepts. When controlling for the stability of grades, there were only small effects of all predictors on later grades. In summary, students’ personality (but also intelligence and academic self-concepts) predicted the stable part of grades rather than change.

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Meta-Analysis of the Relationship Between the Big Five and Academic Success at University

Zeitschrift für Psychologie / Journal of Psychology ◽

10.1027/0044-3409.215.2.132 ◽

2007 ◽

Vol 215 (2) ◽

pp. 132-151 ◽

Cited By ~ 110

Author(s):

Sabrina Trapmann ◽

Benedikt Hell ◽

Jan-Oliver W. Hirn ◽

Heinz Schuler

Keyword(s):

Academic Success ◽

Big Five ◽

Large Scale ◽

Meta Analysis ◽

Correlation Coefficients ◽

The United States ◽

Personality Factors ◽

Big Five Personality ◽

Meta Analyses ◽

The Impact

Abstract. Interest in the prediction of academic success in higher education has grown considerably in recent years in German-speaking countries. While the validity of school grades and admission tests has been investigated by meta-analyses and large-scale studies at least in the United States, less is known about noncognitive predictors of academic success. The present meta-analysis investigates the impact of the Big Five personality factors on academic success at university. A total of 258 correlation coefficients from 58 studies published since 1980 were included. Grades, retention, and satisfaction served as success criteria. Correlations were corrected for attenuation caused by measurement error. Results show that the influence of personality traits on academic achievement depends on the success criterion. While Neuroticism is related to academic satisfaction (? = -.369, k = 8), Conscientiousness correlates with grades (? = .269, k = 41). Extraversion, Openness to Experience, and Agreeableness have no significant impact on academic success. Moderator analyses suggest effects of culture for the validity of Extraversion. Parallels to validity for job performance are identified and implications for admission and counseling of students are discussed.

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The Impact of Teachers' Personality on Students' Academic Achievement in Pakistan.

Global Regional Review ◽

10.31703/grr.2019(iv-iii).11 ◽

2019 ◽

Vol IV (III) ◽

pp. 92-102

Author(s):

Shaista Noreen ◽

Akhtar Ali ◽

Uzma Munawar

Keyword(s):

Academic Success ◽

Big Five ◽

Teaching And Learning ◽

Major Part ◽

Educational Achievement ◽

Sampling Technique ◽

Cluster Sampling ◽

Research Approach ◽

Public And Private ◽

The Impact

Teachers personality plays a significant role in accomplishing students educational achievement. Teaching and learning have a major part in creating a friendly and encouraging learning environment for students. In this context, the current research was conducted to explore the influence of tutors character on pupils learning and accomplishment. It was a descriptive correlative research approach. The sample comprised of 1,152 teachers and 2,304 students of 10th grade of public and private secondary schools who were chosen through a cluster sampling technique. The respondents were taken from 12 districts of Punjab, Pakistan. Two questionnaires; one for teachers and one for students were used to collect data. Teachers questionnaires were based on an adapted personality measure scale of John and Srivastavas Big Five Inventory (1999). The statistical analysis displayed no significant rapport among teachers personality and pupils academic success. The regression analysis and correlation coefficient showed that the dimension of agreeableness, extroversion, neuroticism, and conscientiousness has no correlation with students performance. However, openness has a significant correlation between students performance.

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The Impact of Classroom Management Strategies on the Students’ Academic Success in the Computer- Assisted Lesson

International Journal of Systems Applications, Engineering & Development ◽

10.46300/91015.2021.15.21 ◽

2021 ◽

Vol 15 ◽

pp. 146-150

Author(s):

Ioana Iacob ◽

Corina Muşuroi

Keyword(s):

Academic Success ◽

Classroom Management ◽

Information Transfer ◽

Management Strategies ◽

Computer Assisted ◽

Instructional Process ◽

Classroom Management Strategies ◽

Teacher Student ◽

Student Relationship ◽

The Impact

The present study aims to highlight that there is a direct connection between the classroom management strategies involved in the computer-assisted lesson and students’ success in retaining information and building learning skills and competences. One of the roles that a teacher must assume in order to improve the instructional process is that of a classroom manager. As long as teaching is no longer understood as information transfer, teachers must learn efficient approaches of the contemporary multileveled instructional process. The aspects discussed in this paper regard the role of an active teacher, the student-centred instruction, building long term valid skills and competences, increasing students’ awareness and participation, managing discipline as a source of responsibilization, developing a positive teacher-student relationship, acquiring and using scientifically developed teaching strategies in the technologyaided classroom

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Construction and Validation of a Short Adjectives Checklist to Measure Big Five (SACBIF)

European Journal of Psychological Assessment ◽

10.1027/1015-5759.12.1.33 ◽

1996 ◽

Vol 12 (1) ◽

pp. 33-42 ◽

Cited By ~ 12

Author(s):

Marco Perugini ◽

Luigi Leone

Keyword(s):

Construct Validity ◽

Psychometric Properties ◽

Big Five ◽

Factor Model ◽

Five Factor Model ◽

Selection Procedure ◽

Factorial Structure ◽

Personality Dimensions

The aim of this contribution is to present a new short adjective-based measure of the Five Factor Model (FFM) of personality, the Short Adjectives Checklist of BIg Five (SACBIF). We present the various steps of the construction and the validation of this instrument. First, 50 adjectives were selected with a selection procedure, the “Lining Up Technique” (LUT), specifically used to identify the best factorial markers of the FFM. Then, the factorial structure and the psychometric properties of the SACBIF were investigated. Finally, the SACBIF factorial structure was correlated with some main measures of the FFM to establish its construct validity and with some other personality dimensions to investigate how well these dimensions could be represented in the SACBIF factorial space.

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Using the Theory of Planned Behavior to Predict Faking in Selection Exercises Varying in Fidelity

Journal of Personnel Psychology ◽

10.1027/1866-5888/a000211 ◽

2018 ◽

Vol 17 (3) ◽

pp. 155-160 ◽

Cited By ~ 3

Author(s):

Daniel Dürr ◽

Ute-Christine Klehe

Keyword(s):

Theory Of Planned Behavior ◽

Planned Behavior ◽

Predictive Validity ◽

Group Discussion ◽

Role Play ◽

Selection Procedure ◽

High Fidelity ◽

Selection Research ◽

Play Group

Abstract. Faking has been a concern in selection research for many years. Many studies have examined faking in questionnaires while far less is known about faking in selection exercises with higher fidelity. This study applies the theory of planned behavior (TPB; Ajzen, 1991 ) to low- (interviews) and high-fidelity (role play, group discussion) exercises, testing whether the TPB predicts reported faking behavior. Data from a mock selection procedure suggests that candidates do report to fake in low- and high-fidelity exercises. Additionally, the TPB showed good predictive validity for faking in a low-fidelity exercise, yet not for faking in high-fidelity exercises.

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Predictive Validity of a Selection Procedure for Air Traffic Controller Trainees

Aviation Psychology and Applied Human Factors ◽

10.1027/2192-0923/a000039 ◽

2013 ◽

Vol 3 (1) ◽

pp. 19-27 ◽

Cited By ~ 6

Author(s):

Yvonne Pecena ◽

Doris Keye ◽

Kristin Conzelmann ◽

Dietrich Grasshoff ◽

Peter Maschke ◽

...

Keyword(s):

Predictive Validity ◽

Selection Procedure ◽

Air Traffic ◽

Performance Criteria ◽

Training Phase ◽

Air Traffic Controller ◽

Training Performance ◽

Navigation Service ◽

German Aerospace ◽

Training Success

The job of an air traffic controller (ATCO) is very specific and demanding. The assessment of potential suitable candidates requires a customized and efficient selection procedure. The German Aerospace Center DLR conducts a highly selective, multiple-stage selection procedure for ab initio ATCO applicants for the German Air Navigation Service Provider DFS. Successful applicants start their training with a training phase at the DFS Academy and then continue with a unit training phase in live traffic. ATCO validity studies are scarcely reported in the international scientific literature and have mainly been conducted in a military context with only small and male samples. This validation study encompasses the data from 430 DFS ATCO trainees, starting with candidate selection and extending to the completion of their training. Validity analyses involved the prediction of training success and several training performance criteria derived from initial training. The final training success rate of about 79% was highly satisfactory and higher than that of other countries. The findings demonstrated that all stages of the selection procedure showed predictive validity toward training performance. Among the best predictors were scores measuring attention and multitasking ability, and ratings on general motivation from the interview.

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Predictive Validity of Big Five Circumplex Diagonals

PsycEXTRA Dataset ◽

10.1037/e518332013-254 ◽

2012 ◽

Author(s):

Megan B. Morris ◽

Gary N. Burns ◽

Corinne P. Wright

Keyword(s):

Predictive Validity ◽

Big Five

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ПРАГМАТИЧНИЙ ПОТЕНЦІАЛ НАТИВНОЇ РЕКЛАМИ: ФОРМИ, ТРЕНДИ (НА ПРИКЛАДІ НАТИВНОГО КОНТЕНТУ В СОЦІАЛЬНІЙ МЕРЕЖІ FACEBOOK ЩОДО БРЕНДА ФАКУЛЬТЕТУ ЖУРНАЛІСТИКИ ЗНУ)

State and Regions. Series: Social Communications ◽

10.32840/cpu2219-8741/2020.1(41).18 ◽

2020 ◽

pp. 113

Author(s):

V. Kovpak ◽

N. Trotsenko

Keyword(s):

Social Network ◽

Professional Training ◽

Educational Process ◽

Communication Strategy ◽

Student Centered ◽

Teacher Student ◽

The Social ◽

National University ◽

High Level ◽

The Impact

<div>The article analyzes the peculiarities of the format of native advertising in the media space, its pragmatic potential (in particular, on the example of native content in the social network Facebook by the brand of the journalism department of ZNU), highlights the types and trends of native advertising. The following research methods were used to achieve the purpose of intelligence: descriptive (content content, including various examples), comparative (content presentation options) and typological (types, trends of native advertising, in particular, cross-media as an opportunity to submit content in different formats (video, audio, photos, text, infographics, etc.)), content analysis method using Internet services (using Popsters service). And the native code for analytics was the page of the journalism department of Zaporizhzhya National University on the social network Facebook. After all, the brand of the journalism department of Zaporozhye National University in 2019 celebrates its 15th anniversary. The brand vector is its value component and professional training with balanced distribution of theoretical and practical blocks (seven practices), student-centered (democratic interaction and high-level teacher-student dialogue) and integration into Ukrainian and world educational process (participation in grant programs).</div>And advertising on social networks is also a kind of native content, which does not appear in special blocks, and is organically inscribed on one page or another and unobtrusively offers, just remembering the product as if «to the word». Popsters service functionality, which evaluates an account (or linked accounts of one person) for 35 parameters, but the main three areas: reach or influence, or how many users evaluate, comment on the recording; true reach – the number of people affected; network score – an assessment of the audience’s response to the impact, or how far the network information diverges (how many share information on this page).Key words: nativeness, native advertising, branded content, special project, communication strategy.

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Model Pembelajaran Teams Games Tournaments (TGT) untuk Meningkatkan Hasil Belajar Siswa

PHILANTHROPY Journal of Psychology ◽

10.26623/philanthropy.v3i2.1622 ◽

2019 ◽

Vol 3 (2) ◽

pp. 110

Author(s):

Suwarno Suwarno

Keyword(s):

Social Capital ◽

Academic Success ◽

Service Learning ◽

Learning Outcomes ◽

School Effectiveness ◽

Social Trust ◽

Building Blocks ◽

Learning Model ◽

Committee Report ◽

The Impact

Abstract. This study aims to determine the effectiveness of the Teams Games Tournament (TGT) learning model to improve student learning outcomes. This research is important because the lecture learning model makes learning meaningless so it impacts on low learning outcomes. This research uses quasi experiment using control class and experimental class. Respondents in this study were students of class X SMK 8 Semarang Academic Year 2017/2018. Sample selection using random sampling, class X1 is used as a control class and X2 is an experimental class. The experimental class was given an intervention by learning Teams Games Tournaments (TGT), while the control class used lecture learning. The effectiveness of the model was measured by the student test analysis method. then analyzed by completeness test and average difference test. The findings of this study are the learning outcomes of experimental class students achieving better learning outcomes than classes using the lecture method.Keywords: Learning Model, Teams Games Tournaments (TGT). Students Daftar Pustaka Bofota, Y. B., & Bofota, Y. B. (2017). The impact of social capital on children educational outcomes : the case of Tanzania The impact of social capital on children educational outcomes : The case of Tanzania.Cahuc, P., Shleifer, A., & Algan, Y. (2014). Teaching Practices and Social Capital. (6052).Catts, R., & Ozga, J. (2015). What is Social Capital and how might it be used in Scotland ’ s Schools ? (36).Flint, N. (2017). Full report Schools , communities and social capital : building blocks in the ’ Big Society ’ Contents.Goddard, R. D. (2016). Relational Networks , Social Trust , and Norms : A Social Capital Perspective on Students ’ Chances of Academic Success. 25(1), 59–74.Eddy Prasongko, 2017. Team Game Tournament. Bandung. Jawa BaratEndang Poerwanti, dkk. 2008. Asesmen Pembelajaran SD. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan NasionalHargreaves, A. (2015). School Social Capital and School Effectiveness. 37, 119–136.Kurnia, Inggridwati. dkk. 2018. Perkembangan belajar peserta didik. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan NasionalPurwanto. M Ngalim. 2015. Psikologi Pendidikan. Bandung: PT Remaja RosdakaryaSiddiq, M. Djauhar. 2018. Pengembangan Bahan Pembelajaran SD. Jakarta: Direktorat Jendral Pendidikan Tinggi Departemen Pendidikan Nasional.Sugiyono, 2005. Metode Penelitian Kuantitatif, Kualitatif dan Rn D, Bandung AftabetaLash, D., & Belfiore, G. (2017). 5 Essentials in Building Social Capital Report 4 of the MyWays Student Success Series. (October).Mikiewicz, P., Jonasson, J. T., Gudmundsson, G., Blondal, K. S., & Korczewska, D. M. (2011). Comparative research between Poland and Iceland.Schlesselman, L., Borrego, M., Bloom, T. J., Mehta, B., Drobitch, R. K., & Smith, T. (2015). An Assessment Of Service-Learning In 34 US Schools Of Pharmacy Follow Up On The 2001 Professional Affairs Committee Report. American Journal of Pharmaceutical Education, 79(8). https://doi.org/10.5688/ajpe798116

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