The relationship between personality, approach to learning and academic performance

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Abstract

This study considers the relationship between students approaches to learning, as measured by a shortform of Entwistle and Taits (1995) Revised Approaches to Studying Inventory (RASI), the Big Five personality factors, as measured by Cattells 16PFi, and the background variables of age, gender and prior educational achievement and academic performance. Subjects were 146 social science undergraduate students at a university in Scotland. Structural equation modelling identifies the Big Five personality factor scores account for between 22.7% and 43.6% of the variance across scores on the three approach to learning dimensions. Four of the Big Five personality factors and the three approach to learning dimensions were found to be poor predictors of academic performance. A linear regression analysis with academic performance as the dependent variable and age, prior educational attainment and conscientiousness as independent variables, accounted for 24.1% of the variance in performance. Our investigation suggests approach to learning is a subset of personality. However, we conclude it makes sense to measure these two groups of variables separately in educational settings.
Original languageEnglish
Pages (from-to)1907-1920
Number of pages13
JournalPersonality and Individual Differences
Volume36
Issue number8
DOIs
Publication statusPublished - 2004

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Personality
Learning
Students
Educational Status
Social Sciences
Scotland
Linear Models
Regression Analysis
Equipment and Supplies

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@article{79306eb185da4dda9a295f92dcaecaf9,
title = "The relationship between personality, approach to learning and academic performance",
abstract = "This study considers the relationship between students approaches to learning, as measured by a shortform of Entwistle and Taits (1995) Revised Approaches to Studying Inventory (RASI), the Big Five personality factors, as measured by Cattells 16PFi, and the background variables of age, gender and prior educational achievement and academic performance. Subjects were 146 social science undergraduate students at a university in Scotland. Structural equation modelling identifies the Big Five personality factor scores account for between 22.7{\%} and 43.6{\%} of the variance across scores on the three approach to learning dimensions. Four of the Big Five personality factors and the three approach to learning dimensions were found to be poor predictors of academic performance. A linear regression analysis with academic performance as the dependent variable and age, prior educational attainment and conscientiousness as independent variables, accounted for 24.1{\%} of the variance in performance. Our investigation suggests approach to learning is a subset of personality. However, we conclude it makes sense to measure these two groups of variables separately in educational settings.",
author = "Angus Duff and Elizabeth Boyle and Karen Dunleavy and John Ferguson",
year = "2004",
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language = "English",
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pages = "1907--1920",
journal = "Personality and Individual Differences",
issn = "0191-8869",
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}

The relationship between personality, approach to learning and academic performance. / Duff, Angus; Boyle, Elizabeth; Dunleavy, Karen; Ferguson, John .

In: Personality and Individual Differences, Vol. 36, No. 8, 2004, p. 1907-1920.

Research output: Contribution to journalArticle

TY - JOUR

T1 - The relationship between personality, approach to learning and academic performance

AU - Duff, Angus

AU - Boyle, Elizabeth

AU - Dunleavy, Karen

AU - Ferguson, John

PY - 2004

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N2 - This study considers the relationship between students approaches to learning, as measured by a shortform of Entwistle and Taits (1995) Revised Approaches to Studying Inventory (RASI), the Big Five personality factors, as measured by Cattells 16PFi, and the background variables of age, gender and prior educational achievement and academic performance. Subjects were 146 social science undergraduate students at a university in Scotland. Structural equation modelling identifies the Big Five personality factor scores account for between 22.7% and 43.6% of the variance across scores on the three approach to learning dimensions. Four of the Big Five personality factors and the three approach to learning dimensions were found to be poor predictors of academic performance. A linear regression analysis with academic performance as the dependent variable and age, prior educational attainment and conscientiousness as independent variables, accounted for 24.1% of the variance in performance. Our investigation suggests approach to learning is a subset of personality. However, we conclude it makes sense to measure these two groups of variables separately in educational settings.

AB - This study considers the relationship between students approaches to learning, as measured by a shortform of Entwistle and Taits (1995) Revised Approaches to Studying Inventory (RASI), the Big Five personality factors, as measured by Cattells 16PFi, and the background variables of age, gender and prior educational achievement and academic performance. Subjects were 146 social science undergraduate students at a university in Scotland. Structural equation modelling identifies the Big Five personality factor scores account for between 22.7% and 43.6% of the variance across scores on the three approach to learning dimensions. Four of the Big Five personality factors and the three approach to learning dimensions were found to be poor predictors of academic performance. A linear regression analysis with academic performance as the dependent variable and age, prior educational attainment and conscientiousness as independent variables, accounted for 24.1% of the variance in performance. Our investigation suggests approach to learning is a subset of personality. However, we conclude it makes sense to measure these two groups of variables separately in educational settings.

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