The Relationship between Introvert and Extrovert Personality towards Students’ Academic Achievement in Primary School

Abstract

This study examines the relationship between introvert and extrovert personality with the students' academic achievement in a primary school located in Malaysia. This study uses a quantitative approach, followed by a descriptive correlation method. Two null hypotheses were formulated to guide the study. The population is 839 students, a random sampling technique was used to determine the sample size of 269 students from Year 1 and Year 2. Eysenck Personality Questionnaire-Revised (EPQ-R) was used to measure the level of extrovert and introvert personality while the Classroom Assessment Report 2022 is used to measure students' academic achievement. The data obtained was analysed using descriptive statistics. This study found that the mean of academic achievement for extroverted students (4.1911) was higher than the introverted students' (4.0956). The results also show that there is no significant relationship between extroverted personality and students' academic achievement (r = -0.085, p = 0.257) and no significant relationship between introverted personality and students' academic achievement (r = -0.021, p = 0.844). This study may contribute to the primary school students, educators and Malaysia's Ministry of Education. The findings of this study give implications that age also affects the level of extrovert and introvert personality in addition to the type of assessment that will affect the academic achievement of extrovert and introvert students.

Influence of Extraversion, Agreeableness and Learning Motivation on Learning Performance

“…This statement is supported by Dean et al (2006) who conducted a study on the influence of personality on training performance among 370 marines at Marine Corps' Recruiters School. But the findings of this study contradict the findings of a study by Surat and Yun (2023) who found that there is no significant relationship between extrovert personality and academic performance of a student.…”

Maintaining social trust: Family cohesion and enhancing mindset in the face of COVID‐19 stress

“…The resources derived from family cohesion serve as a protective factor, fostering the positive development of self‐concept (Preston et al, 2016), interdependent self‐construal (W. Y. Cheng et al, 2021), openness to interpersonal intimacy (Coll et al, 2010), and a sense of coherence (Shuang & Mavani, 2023). Consequently, individuals from cohesive families are likely to be better socially adjusted, particularly during challenging times such as the transition to adulthood (Ye et al, 2021).…”

“…For instance, families adopted collective coping mechanisms to maintain their quality of life (Fogel et al, 2022) and protect against negative mental health outcomes, including depression, anxiety, and sleep problems (Kye & Hwang, 2020; Ye, Hu et al, 2023)—a group of consequences we hereafter broadly refer to as the psychological stress responses to COVID‐19 (PSRC) (Zhang & Ma, 2020). Moreover, the psychological resources afforded through healthy family relationships to buffer against PSRC likewise enhanced the capacity for increased trust in future relationships (Erikson, 1993) in studies conducted both during and after COVID‐19 (W. Y. Cheng et al, 2021; Kye & Hwang, 2020; Shuang & Mavani, 2023). Thus, we propose the following hypotheses:Hypothesis Family cohesion is positively associated with trust toward others. Hypothesis Family cohesion is negatively associated with PSRC.…”