The Relationship Between Personality Traits of International Students and Academic Achievement

Geramian, Seyedeh Maryam; Mashayekhi, Shima; Ninggal, Mohd Tajudin

doi:10.1016/j.sbspro.2012.06.257

Cited by 21 publications

(24 citation statements)

References 8 publications

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“…Esto se puede tomar como un factor positivo que ayuda a desarrollar cualidades morales indispensables para el adecuado desempeño académico (Giluk y Postlethwaite, 2015;Fariba, 2013) El mismo se correlaciona de forma positiva con el factor Q3 Autocontrol, impulsando estabilidad en la adaptación social, control emocional y tolerancia ante la ansiedad, incrementando la profundidad en el abordaje de las tareas, la atención al detalle durante el cumplimiento de las asignaciones, y el compromiso con la eficiencia en el desarrollo de sus actividades (Vedel, Thomsen, y Larsen, 2015;Geramian et al, 2012;Zhou, 2015;Conard, 2006).…”

Section: Resultsunclassified

Personalidad del estudiante exitoso. // The personality of successful student

Alvarado-Ochoa¹,

González-Gordillo²,

Fontaines-Ruiz

et al. 2018

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ResumenLa investigación tuvo como objetivo determinar el perfil de personalidad del estudiante exitoso de la Universidad Técnica de Machala, Ecuador, mediante la aplicación del test 16pf. Se estudiaron los perfiles de personalidad de 292 estudiantes con promedios ubicados entre 9,5 y 10, durante el segundo período académico del año 2015. El 32% fueron del sexo masculino y el 68% femenino. La edad promedio de la población fue de 25 años de edad. Los resultados reportan que el estudiante exitoso presenta caracterís-ticas compartidas entre la practicidad y lo bohemio; tienen una fuerte tendencia a lo pragmático, práctico y lógico, mostrando autocontrol. Su inteligencia no lo exime de mostrar conformidad con intereses intelectuales coherentes con la sostenibilidad de la norma académica. Afrontan de manera equilibrada situaciones de estrés académico e insatisfacción, mostrando lejanía con un cuadro neurótico, básicamente por su relación consciente con las normas en armonía con sus sentimientos. Presentan apertura a la experiencia vigilada por el tesón de la dominancia. Tienen alta autoeficacia basada en la percepción de su inteligencia, y en el control de sus actos, sin dejar que sus emociones lo dominen, llegando a ser resilientes y promotores de cambios en su entorno.Palabras Clave: Personalidad; estudiantes exitosos; 16Pf, Cattell; estudiantes universitarios. AbstractThe objective of the research was to determine the personality profile of successful students of the "Universidad Técnica de Machala",, Ecuador, by applying the 16pf test. The personality profiles of 292 students with averages between 9.5 and 10, during the second academic period of 2015 were studied. The 32% of students were male and 68% female. The average age of the population was 25 years old. The results report that successful students show shared characteristics between the practicality and the unorthodox. They have a strong tendency towards the pragmatic, practical and logical, demonstrating self-control. Their intelligence does not exempt them from showing compliance with intellectual interests that are consistent with the sustainability of academic standards. They face the stress generated from academic situations and dissatisfaction in a balanced manner, showing distance with a neurotic picture; basically, because of their conscious relationship with standards that are in harmony with their feelings. They demonstrate openness to the experience supervised by the determination of dominance. Successful students have high self-efficacy based on the perception of their intelligence and in control of their actions, without letting their emotions dominate them, becoming resilient and promoters of changes in their environment.

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Section: Resultsunclassified

Personalidad del estudiante exitoso. // The personality of successful student

Alvarado-Ochoa¹,

González-Gordillo²,

Fontaines-Ruiz

et al. 2018

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“…Whilst, in some studies, extraversion has previously been found to negatively predict academic performance in some studies (Credé et al 2010, other findings indicate that extraversion might not actually have a significant effect on achievement (Geramian et al 2012, Vedel 2014. In a meta-analysis conducted by Poropat (2009), extraversion was weakly negatively associated with academic achievement.…”

Section: Personality Factorsmentioning

confidence: 96%

“…Since extroverts tend to be social and outgoing (John and Srivastava 1999), they might achieve higher grades in group assessments (Poropat 2009). It may also be the case that the other personality factors mediate individuals' extraversion and determine whether extraversion has a positive or negative effect on grades for each individual, which could explain non-significant findings of previous research (Geramian et al 2012).…”

Section: Personality Factorsmentioning

confidence: 97%

“…Conscientiousness has consistently been shown to positively predict academic achievement (Geramian et al 2012, Hazrati-Viara et al 2012, Hakimi et al 2011, Richardson et al 2012, Vedel 2014 and has also been found to be the strongest predictor of the five personality traits to predict academic achievement (Hakimi et al 2011, Richardson et al 2012, Vedel 2014. Individuals who are highly conscientious tend to have a strong sense of responsibility and ambition and are more likely to persist when faced with challenging tasks (Richardson et al 2012).…”

Section: Personality Factorsmentioning

confidence: 99%

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CCLEO: The Effect of Gender, Subjective Social Status and Big Five Personality Traits on Achievement and Attendance in a Lecture-Based Undergraduate Psychology Module

Hentschel¹

2019

Preprint

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Background: Whilst intelligence has long been known to influence academic success, many other factors also have an effect. Identifying and understanding which factors influence academic performance and engagement is vital for improving higher education teaching.Purpose: The purpose of this study was to investigate the relationship between two sets of variables. Set 1 consisted of grades and attendance and set 2 consisted of gender,subjective social status and the Big Five personality factors.Methods: For this reason, 47 undergraduate psychology students (89.4% female) were recruited at the University of Bradford. Participants filled out an online questionnaireconsisting of the Big Five Inventory, the MacArthur Scale of Subjective Social Status and a question regarding gender. Grade and attendance data for one university module wereobtained from the university data archive. A canonical correlation analysis was carried out on SPSS.Results: Neither of the canonical functions were found to be significant. The results indicated that there were no significant relationships between set 1 (grades and attendance) and set 2 (gender, subjective social status and personality factors).Conclusion: These results did not confirm the hypotheses and contradict previous research. However, it is likely that the small sample size and imbalance of gender in the sample influenced, if not caused these findings. The implications of this study and considerations for future research are discussed.

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“…The actual number of categories is not an important issue. It is up to individual researcher to choose the number of categories according to his or her preference and expert knowledge, for example, Gordon et al (2013) and Geramian et al (2012) used 5-point Likert scale to collect their data.…”

mentioning

confidence: 99%

Generation of an Interval Metric Scale to Measure Attitude

Yusoff

Janor

2014

Sage Open

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This article discusses issues of scales in measuring attitude, demonstrates how a metric scale can be generated based on three main features, and presents results from a repeated measurement survey to verify the generated scale. The design of the generated metric scale is introduced and named Ruler and Option (RO). The population for repeated measurement survey was 1,870 bachelor students from a public university. Two sets of questionnaire (identical items), one with 7-point Likert scale and another with RO scale, were distributed to a sample of 595 bachelor students chosen using stratified random sampling method. Data were analyzed descriptively using SPSS version 20 and structural equation modeling using AMOS version 21. Results showed that data from RO scale performed better than data from 7-point Likert scale in terms of number of items per construct, factor loadings, squared multiple correlations, higher ratio of degrees of freedom to number of parameters, and higher reliability coefficients. In terms of validity coefficients, measurement models from both data sets attained almost the same level of discriminant and construct validity. Further studies are recommended to elicit the strength and weakness of RO scale to identify the situations where it is most suitable.

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The Relationship Between Personality Traits of International Students and Academic Achievement

Cited by 21 publications

References 8 publications

Personalidad del estudiante exitoso. // The personality of successful student

Personalidad del estudiante exitoso. // The personality of successful student

CCLEO: The Effect of Gender, Subjective Social Status and Big Five Personality Traits on Achievement and Attendance in a Lecture-Based Undergraduate Psychology Module

Generation of an Interval Metric Scale to Measure Attitude

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