The Five‐Factor Model

Novikova, Irina A.; Vorobyeva, Alexandra A.

doi:10.1002/9781119519348.ch33

Cited by 8 publications

(9 citation statements)

References 63 publications

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“…In Western psychology, personality traits as FLA/SLA predictors are often studied using the Five-Factor Model (FFM) developed by Robert R. McCrae and Paul T. Costa [11][12][13]. The FFM includes such factors as neuroticism, extraversion, openness to experience, agreeableness, and conscientiousness, which are described in the literature [11][12][13][14]. Numerous studies show that openness to experience and especially conscientiousness are significant predictors of academic achievements for most studied subjects, including FL/SL [15][16][17].…”

Section: Introductionmentioning

confidence: 99%

Creativity and Personality Traits as Foreign Language Acquisition Predictors in University Linguistics Students

Novikova

Berisha

Novikov

et al. 2020

Behavioral Sciences

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Foreign (second) language (FL/SL) proficiency is one of the most important competencies for a modern person, and is necessary for both professional and personal fulfillment. The purpose of this study is to consider and compare personality traits and creativity as predictors of success in foreign language acquisition (FLA). The sample includes 128 (105 female and 23 male) first- and second-year university linguistics students. Creativity is measured by the Abbreviated Torrance Test for Adults (ATTA). The FFM personality traits are measured by the Russian NEO Five-Factor Inventory adaptation by S. Biryukov and M. Bodunov. To assess the level of FL proficiency, we used a traditional academic achievement indicator (the semester’s final grades in English), as well as the English teachers’ assessment of the level of language proficiency of their students according to the “Foreign Language Proficiency Scale” (10 indicators and total score). Descriptive statistics methods and a multiple regression analysis were used to process the data in the R software environment, version 3.5.2. The findings of our research showed that creativity indicators have a stronger but contradictory impact on the level of FL proficiency compared to personality traits. We suggest that teachers, most likely, lack knowledge on the manifestations of student creativity in the process of FL learning.

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Section: Introductionmentioning

confidence: 99%

Creativity and Personality Traits as Foreign Language Acquisition Predictors in University Linguistics Students

Novikova

Berisha

Novikov

et al. 2020

Behavioral Sciences

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“…In modern personality psychology, the five-factor model of personality is one of the most broadly accepted and validated theories in the field (McCrae, 2009;Novikova & Vorobyeva, 2019). The five-factor model uses Openness to new experiences, Conscientiousness, Extraversion, Agreeableness, and Neuroticism (or emotional stability) as "necessary and moreor-less sufficient to account for the co-variation of most personality traits" and their measurement is used to explain a wide variety of social and behavioral outcomes across the lifecourse (McCrae, 2009, p. 148).…”

Section: Personality and Civic-mindednessmentioning

confidence: 99%

Civic-mindedness is more than Personality: Untangling the Overlapping Constructs of Service Motivation, Civic Efficacy and the Big Five

Matre

Bekkers²,

Huizinga

et al. 2022

Preprint

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Colleges and universities are designing programs explicitly designed to increase students’ civic-mindedness. Many of the constructs that measure civic-mindedness, however, have definitions that overlap with personality, mixing definitional terms that correspond with personality traits and those that correspond with non-personality constructs (e.g. skills, beliefs, etc.) Despite this overlap, research on civic-mindedness has thus far progressed in a silo away from the established literature on personality. This paper bridges this gap by examining the relationship between measures of civic-mindedness and the widely used Five-Factor Model of personality. Using survey data from undergraduate students at a large, public research university, we estimated a structural equation model to measure personality traits from the Five-Factor Model of personality and two constructs related to civic-mindedness: Service Motivation and Civic Efficacy. Results showed that variation in personality accounts for approximately 40 percent of the variation in Service Motivation and 53 percent of the variation in Civic Efficacy. We also find that there are distinct relationships between personality domains and the two civic-mindedness constructs. While these findings establish Service Motivation and Civic Efficacy as distinct constructs, personality can clearly cannot be ignored. We discuss implications for designing coursework aimed at increasing students’ civic-mindedness.

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“…Recently, in Western psychology, the influence of different personality traits on the ICC and related concepts has been actively studied [13,15,[43][44][45][46]. In our previous research [17][18][19][20], we mainly investigated the personality factors of the ICC, considered on the Five-Factor Model (FFM) by McCrae and Costa [47,48]. We found that the majority of FFM personality traits correlate with the ICC indicators in Russian university and school students [17][18][19].…”

Section: Introductionmentioning

confidence: 99%

Ethno-National Attitudes as Intercultural Competence Predictors in University Students: Gender Differences

Novikova

Gridunova

Novikov

et al. 2020

Behavioral Sciences

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The search for predictors of intercultural competence (ICC) development is one of the important challenges of modern psychology in connection with globalization in all the spheres of modern life, including university education. The purpose of the present research is to show that the ethno-national attitudes (ENA), which Khukhlaev et al. consider as an individual’s predisposition to assess the nationality/ethnicity can determine the severity of ICC features in male and female university students. The sample includes 219 (75% female) first–third year Russian university students. ICC was measured with the author’s modification of the intercultural sensitivity scale (ISS) by Khuhlaev and Chibisova. ISS is based on the Developmental Model of Intercultural Sensitivity, (DMIS) by Bennett and includes 4 subscales: Minimization, Absolutization, Ambivalence, Acceptance. ENA (Nationalistic, Patriotic, Neutral, Negativistic) were determined with the “Scale of ethno-national attitudes” by Khukhlaev, Kuznetsov, and Tkachenko. Descriptive statistics methods, Wilcoxon W-test, and multiple regression analysis were used for statistical analysis in the R software environment, version 3.5.2. The findings of our research showed that Nationalistic and Patriotic ENA are the strongest predictors of studied ICC scales and have an opposite negative impact on Acceptance and Absolutization in both male and female students. This fact should be taken into account in the context of ICC developments.

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The Five‐Factor Model

Cited by 8 publications

References 63 publications

Creativity and Personality Traits as Foreign Language Acquisition Predictors in University Linguistics Students

Creativity and Personality Traits as Foreign Language Acquisition Predictors in University Linguistics Students

Civic-mindedness is more than Personality: Untangling the Overlapping Constructs of Service Motivation, Civic Efficacy and the Big Five

Ethno-National Attitudes as Intercultural Competence Predictors in University Students: Gender Differences

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