Personality and Approaches to Learning

Furnham, Adrian

doi:10.1002/9781444343120.ch22

Cited by 7 publications

(16 citation statements)

References 63 publications

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“…Heightened anxiety and worry is important to notice, as it has been found that whether students with negative emotionality perceive their learning environment as too burdensome (for instance in form of workload) they may adopt a surface study approach (Diseth, 2013). Our findings confirmed this previously found link between negative emotionality and a surface approach (Furnham, 2011).…”

Section: Students With High Negative Emotionalitysupporting

confidence: 89%

“…It has been suggested that in order to achieve in a study context intellectually curious students need to channelize their need for cognition into a deep study approach (Komarraju et al, 2011). In line with previous studies (Furnham, 2011), intellectual curiosity was found to be a predictor of a deep approach. These traits are linked, but they are not identical as intellectual curiosity is driven by a need to find out (and perhaps forget) while deep students have an intrinsic interest to learn (regardless of novelty).…”

Section: Intellectually Curious Studentssupporting

confidence: 72%

“…Conscientiousness explained 26 per cent of variance of a strategic approach, which suggests a fairly strong relation. The relation between conscientiousness and a strategic approach to studying is a reoccurring research finding (Furnham, 2011).…”

Section: Relationship Between Personality and Approaches To Studyingmentioning

confidence: 99%

“…Negative emotionality and low intellectual curiosity explained a significant proportion of variance scores, R 2 ¼ 0.15, F(1, 208) ¼ 18.20, p ¼ 0.000. Previous research has consistently linked negative emotionality with a surface approach to studying (Furnham, 2011). The link between low intellectual curiosity and a surface approach is less established but also occurs (Busato et al, 1999;Diseth, 2003).…”

Section: Relationship Between Personality and Approaches To Studyingmentioning

confidence: 99%

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Spanning information behaviour across the stages of a learning task

Heinström

Sormunen

Kaunisto-Laine

2014

Journal of Documentation

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Purpose -The purpose of this paper is to explore the role of personality (intellectual curiosity, conscientiousness and negative emotionality) and approach to studying (deep, strategic and surface) on students' learning-related information behaviour in inquiry tasks. Design/methodology/approach -Data were collected from 219 senior high school students with the use of three questionnaires. Findings -The findings showed that students' individual traits influenced different aspects of their learning-related information behaviour from information need to information use.Research limitations/implications -The results were based on survey data. Reliability issues with the scales are discussed. In future research qualitative data would enrich the understanding of the phenomena. Practical implications -The results are informative for teachers and librarians who guide students in inquiry tasks. Originality/value -The study spanned learning-related information behaviour across the whole inquiry process: from task construction through task performance to task completion. The findings showed that individual traits were particularly influential at the task completion stage, that is on information use. Nigel Ford (1979, 1986) was one of the first to acknowledge the importance of individual differences in learning-related information behaviour. Following Nigel's pioneering work, a large body of research has identified how various affective, motivational or cognitive differences play out as we interact with information (Bawden and Robinson, 2011;Ford, 2004). In conjunction with the general emphasis in information research, however, the earlier work has largely focused on information seeking. A holistic conception of learning-related information behaviour would include the whole process from information need to information use. Inspired by Nigel and building on his work, this study will explore the role of personality and approaches to studying on students' learning-related information behaviour in inquiry projects, spanning their inquiry from task construction to task completion. IntroductionIn educational psychology, a long research tradition has shown that personality traits influence academic achievement of students from primary school to university (Laidra et al., 2007;O'Connor and Paunonen, 2007;Poropat, 2009). The role of

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Section: Students With High Negative Emotionalitysupporting

confidence: 89%

Section: Intellectually Curious Studentssupporting

confidence: 72%

Section: Relationship Between Personality and Approaches To Studyingmentioning

confidence: 99%

Section: Relationship Between Personality and Approaches To Studyingmentioning

confidence: 99%

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Spanning information behaviour across the stages of a learning task

Heinström

Sormunen

Kaunisto-Laine

2014

Journal of Documentation

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“…However, as these authors and critics have pointed out, building a consistent framework of APMs depends on settling psychometric issues of content, convergent, and discriminant validity before any evidence of criterion validity can reasonably be integrated. Furnham (2011) argued that APM research could flourish by placing these constructs within the well-established Big Five framework. This consistent taxonomy of individual differences provides a construct map that can ground APM research.…”

Section: Introductionmentioning

confidence: 99%

Achievement-relevant personality: Relations with the Big Five and validation of an efficient instrument

Briley

Domiteaux

Tucker‐Drob³

2014

Learning and Individual Differences

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Many achievement-relevant personality measures (APMs) have been developed, but the interrelations among APMs or associations with the broader personality landscape are not well-known. In Study 1, 214 participants were measured on 36 APMs and a measure of the Big Five. Factor analytic results supported the convergent and discriminant validity of five latent dimensions: performance, mastery, self-doubt, effort, and intellectual investment. Conscientiousness, neuroticism, and openness to experience had the most consistent associations with APMs. We constructed a more efficient scale– the Multidimensional Achievement-Relevant Personality Scale (MAPS). In Study 2, we replicated the factor structure and external correlates of the MAPS in a sample of 359 individuals. Finally, we validated the MAPS with four indicators of academic performance and demonstrated incremental validity.

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Demographic Factors, Personality, and Ability as Predictors of Learning Approaches

Xie

Zhang

2014

Asia-Pacific Edu Res

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Personality and Approaches to Learning

Cited by 7 publications

References 63 publications

Spanning information behaviour across the stages of a learning task

Spanning information behaviour across the stages of a learning task

Achievement-relevant personality: Relations with the Big Five and validation of an efficient instrument

Demographic Factors, Personality, and Ability as Predictors of Learning Approaches

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