Personality and Developmental Characteristics of Primary School Students’ Personality Types

Yu, Yongjin; Zhang, Yanyan

doi:10.3389/fpsyg.2021.693329

Cited by 7 publications

(8 citation statements)

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“…As a result, students in this age range are very easy to do things without considering any consequences. This is corresponded to the results of a 2019 study proceeded by Chinese researchers [4]. In the study, researchers divided primary school learners into three personality types based on Five-Factor analysis [4].…”

Section: Primary School Learnerssupporting

confidence: 71%

“…This is corresponded to the results of a 2019 study proceeded by Chinese researchers [4]. In the study, researchers divided primary school learners into three personality types based on Five-Factor analysis [4]. The resilient have the highest score, and the undercontrolled have the lowest score.…”

Section: Primary School Learnerssupporting

confidence: 69%

“…The resilient have the highest score, and the undercontrolled have the lowest score. There was an upward trend in undercontrolled students, and it reached the maximum level in grade 5 [4]. The reason why this trend took place is because primary school students have insufficient self-regulation, which means that they do not have the ability to control their feelings, emotions, and behaviors.…”

Section: Primary School Learnersmentioning

confidence: 99%

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The Influence of School’s Reward Systems on Students’ Development

Chen¹

2023

EHSS

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This paper pays attention to how reward systems at school influence students’ development. Specifically, this paper discusses how different reward systems work on students with different life stage, and finally analyzes why those influence occur with the employment of reward systems, such as operant conditioning and reward addiction. In a nutshell, the paper reveals that school’s reward systems have both positive and negative effects on students’ development. They can attract students’ interests, foster good learning habits, establish a positive learning atmosphere, and increase students’ motivation. However, students may also develop reward addiction, increasing sensitivity to punishment, and decreasing intrinsic motivation. If teachers aim to maximize the advantages of reward systems, avoiding deficiencies and keep merits is an efficient way. This paper provides insights for several deficits in the usage of reward system, pointing out the importance of addressing those issues. Moreover, by showing positive influence of reward system, this paper emphasizes the advantages of reward systems and the accessibility of making it a better tool in the education setting. However, current research does not show whether the influence on reward system can be affected by individuals’ personalities. Thus, future direction of research can be oriented toward how people’s personalities exert effects on the impact of reward systems.

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Section: Primary School Learnerssupporting

confidence: 71%

Section: Primary School Learnerssupporting

confidence: 69%

Section: Primary School Learnersmentioning

confidence: 99%

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The Influence of School’s Reward Systems on Students’ Development

Chen¹

2023

EHSS

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“… 22 It indicates that the resilient-type personality is high ego-resiliency while the under-controlled and over-controlled ones are low ego-resiliency. 17 , 18 Thus, we have interests whether the personality plays a role in the associations between psychological distress, resilience and academic burnout, resulting in a moderated mediation model. The hypothesized framework is described in Figure 1A .…”

Section: Introductionmentioning

confidence: 99%

The Associations Between Psychological Distress and Academic Burnout: A Mediation and Moderation Analysis

Chen¹,

Wang²,

Lai³

et al. 2022

PRBM

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Background Psychological distress is reported to be associated with academic burnout in students while the mediation and moderation effect of resilience and personality are less explored. Purpose The current study was designed to estimate the mediating effect of resilience and the moderation effect of personality between psychological distress and academic burnout. Participants and methods A total of 613 students were enrolled from two medical universities between December 2020 and January 2021. They were administered with Academic Burnout Scale, 10-item Kessler Psychological Distress Scale (K10), Connor-Davidson Resilience Scale (CD-RISC-10) and NEO Five-Factor Inventory (NEO-FFI). Latent profile analysis and moderated mediation analysis were performed. Results Three personalities were identified and named as resilient (13.4%), over-controlled (50.2%) and under-controlled (36.4%). Resilience significantly mediated the relationship between psychological distress and academic burnout while personality significantly moderated the relationship between psychological distress and resilience. Conclusion Resilience and personality may be two important mediators between psychological distress and academic burnout. More attentions should be paid to students with under-controlled personality and resilience-enhancing interventions could be developed to prevent or alleviate academic burnout in future research.

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“…Therefore, teachers must create interesting online classes and prepare teaching materials that can attract students' interest and motivation to learn. Moreover, elementary school students have a unique and different personality level from middle-level students (Yu & Zhang, 2021). So, elementary school teachers are required to present interesting online learning classes with the help of multimedia technology.…”

Section: Introductionmentioning

confidence: 99%

Elementary School Teachers’ Training Needs: Innovating Digital Competence

Citriadin

Hakim

2021

AIJP

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The purpose of the study was to determine the training needs needed by teachers in making digital products to facilitate the learning process. Training is as a way for teachers to innovate digital competencies. The participants of this study were 10 elementary school teachers (F=6 and M=4). Participants are homeroom teachers from grades 1 to 6, and 4 were subject teachers (Mathematics, English, local content and sports). This study used the descriptive qualitative method. Observation, documents and interviews collected data. The data analysis process used the Miles and Huberman model through data reduction, data presentation, drawing conclusions and triangulation. The results show that teachers need workshops that can directly practice making digital teaching tools such as learning videos and developing videos on the YouTube channel. However, they have difficulties with the technological devices they have. There are 30% of teachers who have full technology equipment, and the rest rely on smartphones for online teaching and learning. Thus, schools can consider providing technology tools that teachers can use in developing digital competencies and digital learning tools.

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Personality and Developmental Characteristics of Primary School Students’ Personality Types

Cited by 7 publications

References 50 publications

The Influence of School’s Reward Systems on Students’ Development

The Influence of School’s Reward Systems on Students’ Development

The Associations Between Psychological Distress and Academic Burnout: A Mediation and Moderation Analysis

Elementary School Teachers’ Training Needs: Innovating Digital Competence

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