Document Type : Research Article
Authors
Assistant Professor, Department of Psychology, Shahid Chamran University of Ahvaz, Ahvaz, Iran
Abstract
This study aimed to investigate the causal relationship between personality traits and academic performance with mediating role of study strategies in students of Farhangian university of Khuzestan. The study population included all of the students of Farhangian University in the academic year of 1392-93. From this population, nine classrooms (214 students) were selected as sample, using clustering sampling method. The research instruments in this study were NEO Personality Inventory (NEO-FFI), Approaches to Study and Skills Inventory for Students (ASSIST) and grade point average of students. For analysing data, the AMOS-16 was used. Results showed that openness and conscientiousness, by pushing students to deep study approach, promote academic performance. The agreeableness, by adopting a strategic study approach in students, improves academic performance. In addition, the findings indicate the positive relationship of trait neuroticism with both the surface study approach and the low academic performance of students. In general, the results showed that personality traits, both directly and indirectly through study strategies, associated with academic performance
Keywords
آتش روز، بهروز (1386). پیش بینی عملکرد تحصیلی از طریق دلبستگی و صفات پنج گانه شخصیتی. پایان نامه کارشناسی ارشد روانشناسی، دانشگاه شهید بهشتی.
تابع بردار، فریبا (1391). رابطه ویژگی‌های شخصیت و سبک‌های یادگیری با موفقیت تحصیلی دانشجویان برخط. مجله مدیا، دوره سوم، شماره دوم.
روشن چسلی، رسول؛ شعیری، محمدرضا؛ عطری فرد، مهدیه؛ نیکخواه، اکبر؛ قائم مقامی، بهاره و رحیمی‌راد، اکرم (1385). صفات روان سنجی آزمون شخصیتی نئو FF-I . مجله دانشور رفتار، شماره 16، صص 36-27.
سانتراک، جان دبلیو (2008). روانشناسی تربیتی. ترجمه شاهده حسینی، مهشید عراقچی و حسین دانشفر (1387). تهران: نشر رسا.
سیف، علیاکبر (1392). روانشناسی پرورشی نوین: روانشناسی یادگیری و آموزش (ویرایش نهم). تهران: انتشارات دوران.
شکری، امید؛ کدیور، پروین؛ فرزاد، ولی الله و سنگری، علی اکبر ( 1385 ). نقش صفات شخصیت و رویکردهای یادگیری در پیشرفت تحصیلی دانشجویان. پژوهش‌های روانشناختی، شماره 3 و 4، صص. 84-65.
شکورنیا، عبدالحسین؛ غفوریان، بروجردنیا و الهام‌پور، حسین (1391). مقایسه راهبردهای مطالعه و یادگیری دانشجویان مقطع پایه و بالینی رشته پزشکی و ارتباط آن با عملکرد تحصیلی. گامهای توسعه در آموزش پزشکی، مجله مرکز مطالعات و توسعه آموزش پزشکی، دوره نهم، شماره دوم، صص 142-132.
صبحی قراملکی، ناصر؛ حاجلو، نادر و غلام‌زاده، حانیه (1392). مقایسه‌ی سبک‌های یادگیری، ویژگی‌های شخصیتی و عملکرد تحصیلی دانش‌آموزان با و بدون ناتوانی یادگیری. مجله‌ی
ناتوانی‌های یادگیری، دوره 2، شماره 4، صص 102-82.
گروسی فرشی، میرتقی (1380). رویکردی نوین در ارزیابی شخصیت (کاربرد تحلیل عاملی در مطالعات شخصیت). چاپ اول. تبریز: نشر دانیال و جامعه پژوه.
وولفولک، آنیتا (2011). روانشناسی تربیتی، ترجمه سلیم حقیقی (1391). تهران: انتشارات جهاد دانشگاهی.
Ashton, M. C., & Lee, K. (2005). Honesty–Humility, the Big Five, and the Five-FactorModel. Journal of Personality, 73, 1321–1353.
Albert, U., Mania, G., Bergesio, C., Bogetto, F. (2006). Axis I and II comorbidities in subjects with and without nocturnal panic. Depress Anxiety, 23(7), 422-428.
Briley, D. A., Domiteaux, M., & Tucker-Drob, E. M. (2014).Achievement-Relevant Personality: Relations with the Big Five and Validation of an Efficient Instrument.Learn Individ Differ 1, 2, 26-39.
Costa, P. T., & McCrae, R. R. (1985). The NEO Personality Inventory manual. Odessa, FL: Psychological Assessment Resources.
Costa, P. T., & McCrae, R. R. (1989). The NEO-PI/NEO-FFI manual supplement. Odessa, FL.: Psychological Assessment Resources.
Duff, A. (2004). The Revised Approaches to Studying Inventory (RASI) and its use in management education. Active Learning in Higher Education, 5, 56-72.
Duff, A., Boyle, K., Dunleavy, K., & Ferguson, J. (2008). The relationship between personality, approach to learning and academic performance. Journal of Personality and Individual Differences, 44 (2), 532- 543.
Entwistle, N. J. (2003). Styles of learning and approaches to studying in higher education Kybernetes, 30, 593-602.
Entwistle, N., & McCune, V. (2004). The conceptual bases of study strategy inventories. Educational Psychology Review, 16, 325-345.
Entwistle, N., & Peterson, E. R. (2004). Learning styles and approaches to studying. In C. Spielberger (Ed.), Encyclopedia of applied psychology (537−542). New York: Academic Press.
Haren, E. G. & Mitchell, C. W. (2003). Relationships between the five factor personality model and coping styles. Psychology & Education,40, 38-49.
Kappe, R., & Flier, H. (2012). Using multiple and specific criteria to assess the predictive validity of the Big Five personality factors on academic performance. Journal of Research in Personality, 44, 142-145.
Karatas, H. (2015). Correlation among academic procrastination, personality traits, and academic performance. Anthropologist, 20 (12), 243-255.
Komarraju, M., & Karau, S. J. (2005).The relationship between the Big Five personality traits and academic motivation. Personality and Individual Differences, 39, 557-567.
Ladan, M. A., Balarabe, F., Sani, D. K., Musa, H. A., Salihu, A. A., & Salihu, M. A. (2014). Learning approaches as predictors of academic performance of undergraduate students in Ahmadu Bello University. Journal of Nursing and Health Science, 3 (3), 45-50.
McAbee, S. T., & Oswald, F. L. (2013). The criterion-related validity of personality measures forpredicting GPA: A meta-analytic comparative-validity competition. Psychological Assessment, 25, 532-544.
Poropat, A. E. (2009). A meta-analysis of the Five-factor Model of Personality and Academic Performance. Psychology Bulletin, 135, 322-338.
Richardson, J. T. E.(2010). Approaches to studying, conceptions of learning and learning styles in higher education. Learning and Individual Differences, Available online, 1-6.
Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university student’s academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138 (2), 353−387.
Rubinstein, G. (2005). The big five among male and female students of different faculties. Personality and Individual Differences, 38 (7), 1495–1503.
Sharp, A. (2008). Personality and second language learning. Asian Social Science, 4 (11), 17-25. Retrieved from ProQuest database.
Spengler, M., Ludtke, O., Martin, R., & Brunner, M. (2013). Personality is related to educational outcomes in late adolescence: Evidence from two large-scale achievement studies. Journal of Research in Personality, 47, 613–625.
Vedal, A., Tomson, K., & Larsen, L. (2015). Personality, academic majors and performance: Revealing complex patterns. Personality and Individual Differences, 85, 69-76.
Vedel, A. (2014). The big five and tertiary academic performance: A systematic review and meta-analysis. Personality and Individual Differences, 71, 66–76.
Weber, M., & Ruch, W. (2012). The role of a good character in 12-year-old school children: Do character strengths matter in the classroom? Child Indicators Research, 5, 317−334.
Zhang, L. F. (2003). Does the big five predict learning approaches? Personality and Individual Differences, 34, 1431-1446.
Zhou, M. (2015). Moderating effect of self-determination in the relationship between Big Five personality and academic performance. Personality and Individual Differences, 86, 385-389.
)