TITLE

The relationship between the big-five model of personality and self-regulated learning strategies

AUTHOR(S)
Bidjerano, Temi; Dai, David Yun
PUB. DATE
January 2007
SOURCE
Learning & Individual Differences;Jan2007, Vol. 17 Issue 1, p69
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
Abstract: The study examined the relationship between the big-five model of personality and the use of self-regulated learning strategies. Measures of self-regulated learning strategies and big-five personality traits were administered to a sample of undergraduate students. Results from canonical correlation analysis indicated an overlap between the big-five personality factors and the set of self-regulatory learning strategies. The study also compared the relative contributions of the personality factors and the self-regulated learning strategies in predicting academic achievement. The results from hierarchical multiple regressions suggest that the personality trait of Intellect made an independent contribution to the variance in student GPA, whereas effort regulation mediated the effects of Conscientiousness and Agreeableness. The relevance of personality constructs in the learning context is discussed in terms of dispositions for active learning.
ACCESSION #
25330369

 

Related Articles

  • A Further Investigation of Major Field and Person-Environment Fit. Feldman, Kenneth A.; Ethington, Corinna A.; Smart, John C. // Journal of Higher Education;Nov/Dec2001, Vol. 72 Issue 6, p670 

    Investigates the influence of personality dynamics and social-environmental forces of changes on students during college in Los Angeles, California. Classification of personality types; Gender and consistency in choice of academic majors; Tabulation of means and standards for abilities and...

  • A Survey of Elementary Students' Learning Style Preferences and Academic Success. Collinson, Eric // Contemporary Education;2000, Vol. 71 Issue 4, p42 

    Suggests that there are variations in the learning style preferences of elementary students at different levels of academic achievement. Learning style theories and definitions; Patterns of learning style preferences of high, middle and low achieving students; Critical factors in school...

  • PROFESSIONAL PREFERENCES DEGREE AMONG HIGHER SCHOOL STUDETS OF DIFFERENT SPECIALITIES. Buyanova, G. V. // Modern Research of Social Problems;2012, Issue 5, p70 

    Purpose: Determining the professional preferences degree among higher school students of different specialities. Metodologiy: the Klimov's differential-diagnostic guestionnaire. Results: the article deals with the results of empiric research of professional preferences of the first-year...

  • Academic Achievement and Personality in University Students Who Are Visually Impaired. Klinkosz, Waldemar; Sekowski, Andrzej; Brambring, Michael // Journal of Visual Impairment & Blindness;Nov/2006, Vol. 100 Issue 11, p666 

    This study compared academic achievement by sighted versus visually impaired students at Polish universities and analyzed potential between-group differences on various personality traits and their impact on academic grades. Although there was no main effect of visual status on academic...

  • Self-esteem and anxiety in secondary school achievement. Newbegin, Ian; Owens, Anthony // Journal of Social Behavior & Personality;Sep96, Vol. 11 Issue 3, p521 

    Participants (N = 276) from two male secondary colleges were surveyed to determine if a relationship exists between academic esteem, anxiety (test-trait, study-state, and trait) and academic achievement. Academic esteem (math and verbal esteem) was positively related to academic achievement in...

  • Major Field and Person-Environment Fit. Feldman, Kenneth A.; Smart, John C. // Journal of Higher Education;Nov/Dec99, Vol. 70 Issue 6, p642 

    Examines the congruence assumption of Holland's theory on the relationship between personality types and academic environments of college students in the United States. Classification of personality types and academic environments using parallel topologies; Contributions of academic...

  • LOCUS OF CONTROL AND INCIDENTAL LEARNING: AN APPLICATION TO COLLEGE STUDENT SUCCESS. Dollinger, Stephen J. // College Student Journal;Dec2000, Vol. 34 Issue 4, p537 

    Three studies demonstrated the finding that, relative to external college students, those with an internal locus of control are more aware of goal-relevant aspects of their environment. Using "incidental" information such as knowledge of the instructor's office hours, points needed for an A, the...

  • Demographic Factors, Personality, and Ability as Predictors of Learning Approaches. Xie, Qiuzhi; Zhang, Li-fang // Asia-Pacific Education Researcher (Springer Science & Business M;Dec2015, Vol. 24 Issue 4, p569 

    This study investigated the extent to which learning approaches can be accounted for by personal factors (i.e., demographics, ability, and personality). The participants were 443 students in a university in mainland China. The Revised Two-factor Study Process Questionnaire, the NEO Five-Factor...

  • Personality and Coping among Turkish College Students: A Canonical Correlation Analysis. Eksi, Halil // Educational Sciences: Theory & Practice;Autumn2010, Vol. 10 Issue 4, p2159 

    The discussion about whether coping strategies are determined by stable characteristics of the individual, such as personality or they are determined by situation-specific variables, such as cognitive appraisals regarding stressful situation is still in agenda. Thus, the relationship between...

Share

Read the Article

Courtesy of VIRGINIA BEACH PUBLIC LIBRARY AND SYSTEM

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics