A Comparison of Big Five and Narrow Personality Traits in Relation to Academic Performance
A Comparison of Big Five and Narrow Personality Traits in Relation to Academic Performance

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Publisher:

Published: 2008

Total Pages: 89

ISBN-13:

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The present study investigated the relationship between the Big Five personality traits (Agreeableness, Conscientiousness, Emotional Stability, Extraversion, and Openness), as well as the relationship of more narrow personality traits, with academic performance. The issue of whether personality measures that have been contextualized to either school or work better predict academic performance than generalized measures is also addressed through the use of multiple personality instruments. Results from a correlation analysis indicated that Openness, Conscientiousness, Agreeableness, and Emotional Stability were all significantly positively related to academic performance, in this case, college course grade, while Extraversion was significantly negatively related. The same correlation analysis showed that for Openness and Agreeableness, the measure contextualized to academics predicted better than the generalized measures which in turn better predicted academic performance than the work-related measure. Emotional Stability, conversely, was best predicted by the work-related measure, in contrast to what was predicted. A stepwise regression was used to find what added significant variance for both Big Five and narrow traits for each measure used in this study. The findings of this study support the usefulness of both broad and narrow personality traits in predicting real-world outcomes. The relationships between general and contextualized measures and their predictions of academic performance are also shown. Furthermore, the relationship between academic performance and personality is demonstrated within this study.

An Investigation of the Big Five and Narrow Personality Traits in Relation to Academic Performance
An Investigation of the Big Five and Narrow Personality Traits in Relation to Academic Performance

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Publisher:

Published: 2005

Total Pages: 110

ISBN-13:

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The present study investigated the relationship between the Big Five personality traits (agreeableness, conscientiousness, emotional stability, extroversion, and openness), as well as the relationship of more narrow personality traits, with academic performance. The issue of narrow traits adding incremental validity tothe Big Five in predicting academic performance was investigated, using archival data collected from 552 university students. Results from a correlation analysis indicated that openness, conscientiousness, agreeableness, and emotional stability were all significantly related to GPA (college grade-point average), while extroversion was not related. Due to a significant gender difference in college GPA, gender interaction terms with each of the Big Five factors were employed for regression analyses. The regression analyses indicated that GPA was related to openness, emotional stability, and agreeableness Bivariate correlation analyses showed that, of the five narrow traits, aggression, self-directed learning, optimism, and work drive were related to GPA. Regression analysis indicated that aggression, self-directed learning, tough-mindedness, and work drive accounted for partial effects in GPA. Significant interactions were noted between gender and optimism and gender and self-directed learning. Finally, a sequential multiple regression revealed that the following narrow traits added incremental validity to the Big Five in explaining variance in college GPA: conscientiousness from the Big Five, and the narrow traits of self-directed learning, aggression, tough-mindedness, and work drive. Significant interactions were noted between gender and optimism and gender and self-directed learning. These findings were interpreted as supporting the usefulness of both broad and narrow personality traits to predict real-world outcomes. Furthermore, these findings illuminate the relationship between personality and academic performance.

Cognitive Ability, Big Five, and Narrow Personality Traits in the Prediction of Academic Performance
Cognitive Ability, Big Five, and Narrow Personality Traits in the Prediction of Academic Performance

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Published: 2004

Total Pages:

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The purpose of this dissertation was to examine the degree to which the academic performance of adolescents could be predicted by cognitive ability, the Big Five personality traits, and the narrow personality traits of optimism, work drive, and aggression. The analyses were conducted using an archival sample of 542 sixth-graders and 446 ninth-graders. Results from a hierarchical regression revealed that cognitive ability produced multiple R's of (.462; R2=23.2%) and (.521, R2=27.2%) in 6th and 9th grade samples, respectively. Entry of the Big Five in both samples produced an R2 change of 7.2% for sixth grade and 4.4% for the ninth grade. The narrow traits aggression (R2 change of 2.8% and work drive (R2 change of 0.9%) predicted incrementally above cognitive ability and the Big Five in the 6th grade sample. Aggression and optimism produced R2 changes of 4.8% and 1.2%, respectively, in the 9th grade sample. A stepwise regression, which allowed entry of all of the study variables, revealed that cognitive ability, aggression, and work drive were the best overall predictors of academic performance; the Big Five trait of extraversion gained entry into the model after these three variables in the 6th grade sample. These findings further demonstrate the validity of both cognitive ability and the Big Five in academic settings; they also indicate the improvements in validity that may be obtained through the use of narrow traits. Implications and ideas for future research are also discussed.

An Investigation of the Relationship Between Big Five and Narrow Personality Traits and Life Satisfaction in College Student and Adult Samples
An Investigation of the Relationship Between Big Five and Narrow Personality Traits and Life Satisfaction in College Student and Adult Samples

Author: Christine A. Acevedo

Publisher:

Published: 2010

Total Pages: 85

ISBN-13:

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The purpose of this study was to examine the relationship between broad and narrow personality traits and life satisfaction for college-aged and adult populations. Hypotheses were several-fold: first, that personality measures would be predictive of life satisfaction; second, that there would be differences in the correlations of Big Five personality traits and life satisfaction for both age groups; and third, that there would be differences between both age groups in the amount of variance in life satisfaction accounted for by three narrow personality traits, i.e., Optimism, Tough-Mindedness, and Work Drive. Archival data were used to compare an undergraduate sample at a Southeastern U.S. university (n=4844), and an adult sample from a database representing working adults (n=7633). Correlation and multiple regression analyses were used for each age group in examining the validity of Big Five and narrow traits and life satisfaction. A Fischer's z score was used to determine significant differences in the correlations by age. The Big Five and narrow traits were found to be predictive of life satisfaction for both groups, with Emotional Stability and Optimism showing the highest correlation for both age groups. There were significant differences in correlations between the age groups on measures of Extraversion (z=4.64, p,

Professionals in early childhood education and care systems
Professionals in early childhood education and care systems

Author: Pamela Oberhuemer

Publisher: Barbara Budrich

Published: 2010-05-19

Total Pages: 533

ISBN-13: 3866492499

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In a European context of rapidly expanding early education/ care provision for young children, the staffing of these services is a critical quality issue. What are the requirements for professional education and training? How alike or how varied are the qualification profiles and fields of work? Through detailed country reports and comparative analyses across 27 countries, this book provides answers to these questions.

The Developing Structure of Temperament and Personality From Infancy To Adulthood
The Developing Structure of Temperament and Personality From Infancy To Adulthood

Author: Charles F. Halverson, Jr.

Publisher: Psychology Press

Published: 2014-05-12

Total Pages: 441

ISBN-13: 1317781791

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This book is the first to bring together researchers in individual differences in personality and temperament to explore whether there is any unity possible between the temperament researchers of infancy and childhood and the major researchers in adult personality. Prior to the workshop which resulted in this volume, the existing literature seemed to document a growing consensus on the part of the adult personality researchers that five major personality dimensions -- the "Big Five" -- might be sufficient to account for most of the important variances in adult individual differences in personality. In contrast to this accord, the literature on child and infant individual differences seemed to offer a wide variety of opinions regarding the basic dimensions of difference in personality or temperament. The editors believed that they could encourage researchers from both the adult and child areas to consider the importance of a lifespan conceptualization of individual differences by discussing their research in terms of a continuity approach. Written by some of the most distinguished scholars from Great Britain, continental Western Europe, and Eastern Europe as well as the United States and Canada, the chapters present a cross-cultural view of both adult personality and temperament in infancy and childhood. By sharing their recent data, techniques, and theoretical speculations, the chapter authors communicate the research enthusiasm engendered by the growing consensus of the adult "Big Five" as well as the exciting prospects of an integrative program of research from infancy to adulthood that will clarify and consolidate what is now a disparate set of methods, theory, and findings across the lifespan. The editors suggest that this volume will have considerable heuristic value in stimulating researchers to conceptualize their work in developmental, lifespan approaches that will lead to a consolidation of individual differences research at every age.

Examination of the Big Five and Narrow Traits in Relation to Learner Self-direction
Examination of the Big Five and Narrow Traits in Relation to Learner Self-direction

Author: Jeral Ray Kirwan

Publisher:

Published: 2012

Total Pages: 110

ISBN-13:

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Self-direction in learning is a major topic in the field of adult learning. There has been extensive coverage of the topic by theorists, researchers, and practitioners. However, there have been few studies which look at learner self-direction specifically as a personality trait. The present study addresses the relationship between learner self-direction and other personality traits of college students when the traits represented by the five-factor model of personality (Digman, 1990) are differentiated from narrow personality traits. Archival data were used from an undergraduate sample at a large Southeastern U.S. university (sample size = 2102). Correlation and multiple regression analyses were used in examining the unique individual relationship between Big Five and narrow personality traits and learner self-direction. Analysis of the data revealed five significant part correlations between specific traits and learner self-direction. The part correlations for Work Drive (.310) and Openness (.207) were significantly higher than all other part correlations. Neither Conscientiousness nor Agreeableness had significant part correlations despite having significant zero-order correlations with learner self-direction. Extraversion did not have a significant zero-order correlation with learner self-direction but the part correlation was significant. Results were discussed in terms of the predictive relationship between personality variables and learner self-direction. Study implications, some limitations, and possible directions for future research were noted.

Big Five Personality Traits and Academic Performance in Russian Universities
Big Five Personality Traits and Academic Performance in Russian Universities

Author: John V. Nye

Publisher:

Published: 2013

Total Pages: 0

ISBN-13:

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We study which Big Five personality traits are associated with academic performance among a sample of Russian university students using results from the Unified State Examination (for university admissions) and their current grade point averages as measures of academic performance. We find that Introversion, Agreeableness, Neuroticism, and Openness to experience have observable ties to academic performance. Those results partially confirm existing international studies, but our findings are notable for the relative unimportance of conscientiousness for success in our Russian sample. We suggest that cross-cultural differences in educational environment may explain why this trait seems less obviously important in the analysis.