The Relationship Between the Big-five Model of Personality, Self- regulated Learning Strategies and Academic Performance of Islamic Azad University Students

Babakhani, Narges

doi:10.1016/j.sbspro.2014.01.799

Cited by 24 publications

(23 citation statements)

References 21 publications

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“…In addition, although there is no direct connection between some personality traits of Conscientiousness and attitude of emotional stability, overall, personality traits of conscientiousness and emotional stability have the potential conscientiousness to significantly influence the success of students in their foreign languages performance, especially competence in speaking, writing, listening and reading comprehension therefore, by using the flipped classroom models with 4 different teaching media must be taken into account in designing the curriculum of a foreign language learning, especially to teacher training Öz, (2015) revealed that there is significant influence between personality traits of conscientiousness such as hospitality and openness behavior have a willingness of students to learn English language learning hardly ultimately can achieving the high performance in English speaking ability. Babakhani, (2014) also reported that the Conscientiousness personality was predicted about 13% of the accomplishments variance of students' foreign language achievement.…”

Section: Discussionmentioning

confidence: 94%

Conscientiousness and Emotional Stability on Students’ Speaking Ability Through Flipped Classroom

Reflianto¹

2018

Journal Educative

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The purpose of this study was to analyze the differences of students’ speaking ability in the Flipped Classroom model by using 1) audiovisual media, 2) printed media, 3) online learning WhatsApp and Massive Open Online English Course (MOOEC) in terms of students’ personality of conscientiousness and emotional stability. An experimental research method was used in this study where the data taken from 56 students who enroll class eleventh at Senior High School of MAN 3 Padang. They were divided into four different treatment groups. Students’ speaking ability data were collected by using Oral English Competence Test, while the personality data was measured by using questionnaires with 5-point Likert scale. The data analysis used one ways Anacova. Research findings reported that simultaneously the Flipped Classroom Model by using four different media have significant influence on students' speaking ability in terms of their conscientiousness and emotional stability, but partially was not significant differences on students' speaking ability where the conscientiousness have significant effect on students' speaking ability, but not to emotional stability. Flipped Classroom Model by using online learning WhatsApp and MOOEC highly contribute to the improvement of students' speaking ability than printed media. English teachers can take advantages of the use online learning media WhatsApp and MOOEC in the teaching of English speaking.

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Section: Discussionmentioning

confidence: 94%

Conscientiousness and Emotional Stability on Students’ Speaking Ability Through Flipped Classroom

Reflianto¹

2018

Journal Educative

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“…In the same line, a study conducted among pharmacists and non-pharmacists revealed that only personality traits of “openness to experience,” “emotional stability,” “conscientiousness” and “extraversion” were found to have a correlation with task performance (Rothmann and Coetzer, 2003). Babakhani (2013) conducted a study on the relationship between the Big Five model of personality, self-regulated learning strategies and academic performance of Islamic Azad University students. For putting this research into practice, she randomly selected 157 male and female Iranian students.…”

Section: Introductionmentioning

confidence: 99%

Relationship between novice versus experienced EFL teacher’s Big Five personality traits and their ambiguity tolerance and risk taking

Rezaei¹,

Farahani

Sejzehei³

2019

JARHE

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Purpose The purpose of this paper is to investigate the possible relationship between novice vs experienced EFLs teachers’ Big Five personality traits, ambiguity tolerance and risk taking. To this purpose, 30 teachers of TEFL courses were randomly selected, and three instruments of NEO Five-Factor Inventory, Ambiguity Tolerance Scale and Risk-taking Propensity Measure were employed to measure their Big Five personality traits, their ambiguity tolerance and risk taking, respectively. Design/methodology/approach The study was a quantitative ex post facto study. The first phase of the study was to investigate the relationship among variables of the study. On the other hand, the second phase of the study examined the impact of experience of teachers on their risk taking and ambiguity tolerance. Findings The results showed that the more experienced the teachers are, the less risk they take and the more ambiguity tolerant they are. On the other hand, the less experienced the teachers are, the more risk they will take and the less they can tolerate ambiguity. The findings of this research can have useful implications for teacher training programs as well as teaching practices. Originality/value This study can add to the circle of knowledge and enhance theoretical assumptions of the field. Moreover, considering the Iranian context, a few studies have focused on the importance of uncovering relationship between five big personality traits and teachers’ personality factors. Therefore, this study is an attempt to investigate the relationship between the Big Five personality traits of teachers and their ambiguity tolerance and risk taking.

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“…Particularly, the findings also showed that students who reported high on conscientiousness, in most cases, could use all strategies, especially when it came to managing time and study environment, and those who scored high on extraversion were more likely to use peer learning and other help-seeking strategies. Majority of researchers who investigated the relationship between students' personality traits and selfregulated learning found that students with high levels of openness, conscientiousness, extraversion, and agreeableness exhibited behaviours of goal attainment, mindfulness, adjustment, proactiveness, and goal setting in their learning [2,12,14,20,21]. It is conspicuous that these behavioural exhibitions (i.e,, goal attainment, mindfulness, adjustment, proactiveness, and goal setting in their learning) are an effective recipe for effective self-regulated learning [12,21].…”

Section: Personality Traits and Students' Self-regulated Learning (Srl)mentioning

confidence: 99%

Personality Traits as Predictors of Self-Regulated Learning and Academic Engagement among College Students in Ghana: A Dimensional Multivariate Approach

Mahama

Dramanu

Eshun

et al. 2022

Education Research International

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The study explored personality traits as they predicted self-regulated learning and academic engagement among college students in Ghana. A sample of 652 (return rate was 87.0%) was drawn from an accessible population of 17,396. Adapted versions of Taiwanese Short Self-Regulation Questionnaire (22 items; α = 0.84), University Student Engagement Inventory (15 items; α = 0.81), and Big-Five Personality Inventory (30 items; α = 0.70) were used for the data collection. The data collected were analysed using multivariate multiple regression. The study revealed that student-teachers exhibited lower levels of self-regulated learning and academic engagement. Again, openness, conscientiousness, extraversion, and agreeableness aspects of the personality traits predicted self-regulated learning and academic engagements of students. Findings from this study serve as a beacon for teacher education programs in Ghana to scale up their efforts in ensuring that preservice teachers are able to self-regulate their learning. As preservice teachers who will soon be practicing, they cannot help their students self-regulate their learning if they themselves have low levels of self-regulation and engagement. Students’ success can only be realized when learners are able to manage their own learning and engage in academic activities.

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The Relationship Between the Big-five Model of Personality, Self- regulated Learning Strategies and Academic Performance of Islamic Azad University Students

Cited by 24 publications

References 21 publications

Conscientiousness and Emotional Stability on Students’ Speaking Ability Through Flipped Classroom

Conscientiousness and Emotional Stability on Students’ Speaking Ability Through Flipped Classroom

Relationship between novice versus experienced EFL teacher’s Big Five personality traits and their ambiguity tolerance and risk taking

Personality Traits as Predictors of Self-Regulated Learning and Academic Engagement among College Students in Ghana: A Dimensional Multivariate Approach

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