Role of the Big Five personality traits in predicting college students' academic motivation and achievement

Komarraju, Meera; Karau, Steven J.; Schmeck, Ronald R.

doi:10.1016/j.lindif.2008.07.001

Cited by 523 publications

(442 citation statements)

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“…We propose that these leadership behaviors should be more or less favorably perceived by certain employees (Gooty et al, 2009;Perry et al, 2010), affecting their behavior differently. High OTE employees, who are naturally driven to achieve, enjoy being intellectually stimulated, welcome change, and are enthusiastic about learning (see e.g., Komarraju, et al, 2009), should benefit the most from being supervised by a transformational leader. This resulting fit between the contextual resource of TFL and the natural tendencies of high OTE employees should lead to increased learning and vitality and hence to increased thriving.…”

Section: The Moderating Role Of Employees' Otementioning

confidence: 99%

Transformational leadership and burnout: The role of thriving and followers’ openness to experience.

Hildenbrand

Sacramento

Binnewies

2018

Journal of Occupational Health Psychology

164

165

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Grounding our research in conservation of resources theory, we set out to shed light on the relationship between transformational leadership (TFL) and employee burnout. Specifically, we considered both thriving at work, a personal resource, and employees' openness to experience (OTE), a key resource, to uncover whether all employees benefit equally from TFL (a contextual resource). In detail, we argued that the negative effect of TFL on employee burnout is mediated by employee thriving at work, and that employees' OTE constitutes a boundary condition of this process. Our moderated mediation model was tested with 2 waves of data from 148 employees from a midsized German manufacturing company. The results supported our hypotheses and revealed that employees' thriving at work mediated the link between TFL and reduced burnout. As predicted, these relationships were moderated by employees' personality in such a way that TFL affected thriving and hence burnout of employees high on OTE, but not of employees low on OTE. Taken together, our findings suggest that TFL serves as a resource that protects employees from burning out, but also highlights the need to consider employees' personality in perceptions of and reactions to leadership.

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Section: The Moderating Role Of Employees' Otementioning

confidence: 99%

Transformational leadership and burnout: The role of thriving and followers’ openness to experience.

Hildenbrand

Sacramento

Binnewies

2018

Journal of Occupational Health Psychology

164

165

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“…In terms of motivation Komarraju, Karau, and Schmeck (2009) point to a positive correlation between intrinsic motivation and conscientiousness with coincident openness to new experience. It was also observed that university students with a higher degree of extrinsic motivation are more extraverted with an increased level of neuroticism.…”

Section: Discussionmentioning

confidence: 96%

“…University students represent the 2010; Komarraju & Karau, 2005;Komarraju, Karau, & Schmeck, 2009;Ross, Rausch, & Canada, 2003).…”

Section: Introductionmentioning

confidence: 99%

Selected personality traits and achievement motivation in university students of physical culture, education and natural sciences

Sigmund¹,

Kvintová²,

Dostálová³

et al. 2013

Acta Gymnica

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BACKGROUND: Understanding personality variables and other important psychological traits in the university population appears topical particularly with respect to personality, motivation, health as well as overall academic achievement. A significant role is played by correlations of the monitored variables in relation to selected study specialization. OBJECTIVE: The main objective of the present study is to extend the knowledge on selected personality traits and the level of achievement motivation in a specific group of university students with respect to the diversity of their study specialization. METHODS:The study included a total of 522 students from Palacký University. These were students from the Faculty of Physical Culture (n = 118), Faculty of Education (n = 218) and Faculty of Science (n = 186). In terms of age, the study focused on young adults aged 19 to 26. In the research, psychodiagnostic methods were used to perform diagnostics and to fulfil the overall research plan. All diagnostic methods used are fully standardized and contain domestic normative values. We monitored variables such as personality, achievement motivation and achievement anxiety. Statistical result processing was conducted using the Statgraphics programme v. 9.0. Result processing was made using parametric as well as non-parametric statistical methods (Shapiro-Wilk, Mann-Whitney, Kruskal-Wallis, Spearman's correlation). RESULTS: University students specialized in physical culture showed the highest values of extraversion and psychoticism, and clearly the lowest values of neuroticism compared to the students of education and natural sciences. The highest values of openness were observed in the students specialized in sports. In terms of the overall achievement motivation related to study specialization, almost identical values were observed. However, the students of physical culture showed significantly lower values of achievement debilitating anxiety than the students of education and natural sciences (p ≤ .001). CONCLUSION: The present study deals with a psychological analysis of personality traits and achievement motivation in a sample of university students based on various study specializations. It appears that there are variances in personality traits among students of physical culture, education and natural sciences. On the contrary, in case of achievement motivation, the differences are negligible. The study falls within the category of differential diagnostics and the results can be applied in university psychological counselling.

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“…De nombreuses recherches ont effectivement montré que les résultats scolaires d'un étudiant sont d'autant meilleurs qu'il est intrinsèquement motivé (Flink, Boggiano, Main, Barrett et Katz, 1992 ;Fortier et al, 1995 ;Gottfried, 1985Gottfried, , 1990Gottfried, Fleming et Gottfried, 1994 ;Grolnick et al, 1991 ;Guiffrida, Lynch, Wall et Abel, 2013 ;Kaufman, Agars et Lopez-Wagner, 2008 ;Komarraju, Karau et Schmeck, 2009 ;Miserandino, 1996). Deux études menées par montrent, par exemple, que des activités scolaires réalisées par choix ou par plaisir garantissent de meilleurs résultats que des activités engagées pour des raisons instrumentales ou sous l'effet de pressions intériorisées ; ce résultat se vérifie également en contrôlant l'effet de la performance scolaire anté-rieure.…”

Section: La Théorie De L'autodéterminationunclassified

Impact de la motivation et des styles d’apprentissage sur la performance scolaire d’élèves-ingénieurs

Chédru

2016

rse

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Dans cette étude, nous explorons l’apport des variables de la motivation et des styles d’apprentissage dans la prédiction de la performance scolaire d’élèves-ingénieur. Les styles d’apprentissage, définis à partir du profil de préférences cérébrales, et la motivation à poursuivre des études, définie à partir de la théorie de l’autodétermination, ont été mesurés pour un ensemble de 211 étudiants inscrits dans une école française d’ingénieurs. Les analyses de régression hiérarchique indiquent que la performance scolaire s’accroît lorsque les étudiants sont intrinsèquement motivés et que leur attirance pour les processus interactifs, la pensée divergente et la créativité est faible.This study explores the contribution of motivation and learning styles as predictors of engineering students’ academic performance. French engineering students (211 postgraduates) completed the Herrmann’s Brain Dominance Instrument and a scale of academic motivation. Hierarchical regression analyses indicate that academic performance increases when students are intrinsically motivated and their preferences for interactive processes, divergent thinking and creativity are weak.En este estudio exploramos la contribución de las variables referentes a la motivación y a los estilos de aprendizaje en la predicción del desempaño escolar de alumnos de ingeniería. Los estilos de aprendizaje, definidos a partir del perfil de preferencias cerebrales, y la motivación para continuar los estudios, definida a partir de la teoría de la autodeterminación, fueron medidos en una muestra de 211 estudiantes inscritos en una escuela francesa de ingenieros. Los análisis de regresión jerárquica indican que el desempeño escolar aumenta cuando los estudiantes están intrínsecamente motivados y que su interés por los procesos interactivos, el pensamiento divergente y la creatividad es débil

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Role of the Big Five personality traits in predicting college students' academic motivation and achievement

Cited by 523 publications

References 54 publications

Transformational leadership and burnout: The role of thriving and followers’ openness to experience.

Transformational leadership and burnout: The role of thriving and followers’ openness to experience.

Selected personality traits and achievement motivation in university students of physical culture, education and natural sciences

Impact de la motivation et des styles d’apprentissage sur la performance scolaire d’élèves-ingénieurs

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